DOCDHENT BESIME
ED 272 981
Bk 018 705
AUTHOR
TITLE
IMSTITOTION
SPONS AGENCY
PUB DATE
GRANT
NOTE
PUB TYPE
EDRS PRICE
DESCRIPTORS
IDENTIFIERS
ABSTRACT
Greenbaum, Stuart; And Others
Educated Public Relations: School Safety 101. With
Engineering Consent.
National School Safety Center, Sacraaento, CA.
Department of Justice, Nashiagton, D.C. Office of
Juvenile Justice and Delinqneacy Prevention.
Sep 86
85-MU-CX--0003
68p.; Photographs in Appendix A aay not reproduce
clearly.
Guides - Non-Classrocm Use (055)
MF01/PC03 Plus Postage.
Communication Skills; *Crime Prevention; Elementary
Secondary Education; Emergency Programs; *Guidelines;
Information Dissemination; laformation Networks;
Postsecondary Education; Publicity; ^Public
Relations; ^School Community Relationship; *School
Safety; ^School Security
^National School Public Relations Association;
Principals of Leadership
This book is designed to enable school administrators
to actively participate in planning and implementing school safety
and public relations activities. It provides a conceptual framework
of the public relations process and shows its practical application
to the problems of school crime and student misbehavior, through
discussion of school public relations practices, school safety
issues, and specific public relations strategies and tactics to
promote safe schools. Chapter 1, ^^Engineering Consent,^ is a newly
revised version of Edward L. Bernays' 1947 eight-point plan for
developing a successful public relations program. Chapter 2, "School
Public Relations,** stresses reasons for Imilding public confidence in
schools and offers guidelines for developing a crisis communication
plan and for working with the media. Chapter 3, **School Safety and
Piiblic Opinion,^ presents an overview of school safety concerns and
the role of public relations in achieving quality education. Chapter
4, **101 School Safety Ideas,** of iers strategies based on current
research conducted by the national School Safety Center (NCSS).
Appendix A contains a 10-page reproduction of the 1986 ^Principals of
Leadership** series, a print media public service advertising
campaign. Appendix B, a resource section, lists associations,
government agencies and publications relating to education, public
relations and school safety* (IN)
* Reproductions supplied by EDRS are the best that can be made *
from the original document.
********************^fr*************^* ***********************************
EKLC
EDUCATED
PUBLIC RELATIONS:
SCHOOL SAFETY 101
BY
Stuart Greenbaum
Blanca Gonzalez
Nancy Ackley
WITH
ENGINEERING CONSENT
BY
Edward h. Bemays
September 1986
NATIONAL SCHOOL SAFETY CENTER
3
Aclcnowledgments
The National School Safety Center gratefully acicnowledges the
significant contributions of the following professionals who
reviewed and improved the initial manuscript of this book:
John Burton, Consultant, Office of the Los Angeles County
Superintendent of Schools; Donald Gallagher, Professor and
Coordinator, Master's Program in Communications, Glassboro
State College and co-author of The School & Community Rela-
tions; Jeffrey Hilton, Vice President for Marketing Services,
Bonneville Media Communications; Robert Maher, Assistant
Principal, Lakeland High School, Shrub Oak, New York;
Deborah Morris, Special Assistant to the Administrator of
the federal Office of Juvenile Justice and Delinquency Preven-
tion; Garrett O'Keefe, Professor, Department of Technical
Journalism, Colorado State University; Robert Rubel, Director,
National Alliance for Safe Schools; and Robert S. Topor,
author of Marketing Higher Education and Institutional Image.
Copyright 1986 by Peppcrdine University Press
Printed in the United States of America
First printing: September 1986
National School Safety Center
Peppcrdine University
Malibu, California 90265
Ronald D Stephens, Executive Director
Glen Scrimger, Deputy Director for Education
Stuart Greenbaum, Deputy Director for Communications
Prepared under Grant No. 85-MU-CX-0O03 from the Office of Juvenile Justice
and Delinquency Prevention, Office of Justice Programs, U.S. Department of
Justice. Points of view or opinions in this document are those of the authors
and do not necessarily represent the official position or policies of the U.S.
Department of Justice, U.S. Department of Education or Peppcrdine Univer-
sity's National School Safety Center.
Art Director: Stuart Greenbaum
Cover photographer: Carol SoUecito (Reprinted courtesy of
Imahara & Keep, Inc., Advertising & Public Relations)
Photocompositor: Monica Winegar
Wordprocessors: Rae Hanelt and Karen Shimada
2
EDUCAin) PUBLIC RELATIONS
Contdnts
iixuOCiuCuOu
5
CHAPTER I,
Engineering consent
7
CHAPTER lit
School public relations
15
CHAPTER ni:
School safety and public opinion
27
CHAPTER IV,
101 School safety ideas
35
APPENDIX A,
"Principals of Leadership"
55
APPENDIX B:
Resources
67
NAnONAL SCHOOL SAFEIT CENTER
ERIC
Introduction
Educated Public Relations: School Safety 101 is designed to
help school district and site administrators proviicte the hiehest
quality education by ensuring their campuses are safe aiia
secure. This book provides a conceptual framework of the
public relations process and shows its practical application
to the problems of school crime and student misbehavior.
School district public relations directors, or school adminis-
trators whose responsibilities include public relations, are the
primary audience. It is critical, however, that otTier district
representatives and school principals actively participate in
planning and implementing all school safety and public rela-
tions activities. Elementary, miudle and senior high schools
will benefit most from this information, although much of it
also is relevant to colleges and universities.
This book systematically leads practitioners through the
public relations planning process, school public relations
practices, school safety issues, and specific public relations
strategies and tactics to promote safe schools that provide
quality education.
Chapter /, "Engineering consent," is a newly revised version
of an original 1947 treatise by Edward L. Bemays. This classic
eight-point plan chronologically outlines the steps to develop-
ing a successful public relations program.
Most accepted public relations theory has been either
created, tested or documented by Bemays, who, during his
seven decades in the profession, has served as an advisor
to many influential and accomplished individuals, including
Presidents Roosevelt, Hoover and Eisenhower, Thomas Edison,
Grace Kelly, Enrico Caruso and Henry Ford. A prolific writer.
Bemays has authored Crystallizing Public Relations, The
Engineering of Consent and Public Relations^ books which
provide the foundation for the principles and practices of the
public relations profession throughout the world.
Chapter II focuses on school public relations. This section
stresses the reasons for building public confidence in schools
and includes insights from experienced school public relations
professionals. Guidelines for developing a crisis communica-
NAnOMAL SCHOOL SAFCTT CENTEK
5
An impoitant con
cept stressed
Uuougbouf the
book is fbe need
to develop part-
nersbips between
individuals and
institutions con-
cerned abouf
education and
satety.
tion plan and for working with media also are included.
Chapter 111 offers an overvie^v of school safety concerns
and, using existing programs as examples, suggests the role
public relations can play in promoting and achieving quality
education.
Chapter IV outlines 101 specific school safety ideas to use
when working with school board members, school employees,
students, parents, community residents, service groups,
business leaders, government representatives, law enforcers
and media representatives. These 101 strategies and tactics are
based primarily on current research conducted by the National
School Safety Center (NSSC). Publications of the National
School Public Relations Association provided additional ideas.
Each activity promotes school safety directly or indirectly by
contributing to a positive school clima*e. The ideas listed are
examples of what works. Readers can build on them, modify
them to suit their needs or replicate them when applicable.
AIdo included is the 1986 "Principals of Leadership" series.
Appendix A, reproduced in whole. The message consistently
communicated by the ten school leaders featured in these
public service announcements is that for schools to be effec-
tive, they must be safe. Their leadership and public relations
skills demonstrate the objectives of Educated Public Relations:
School Safety 101.
The resource section. Appendix B, includes associations,
government agencies and publications relating to education,
public relations and school safety.
An important concept stressed tliroughoul the book is the
need to develop partnerships between individuals and institu-
tions concerned about education and safety. This collaborative
philosophy also provided the impetus for the U.S. Department
of Justice, in partnership with the U.S. Department of Educa-
tion and Pfepperdine University, to create NSSC.
The Center's mandate is to bring national attention and
promote cooperative solutions to problems which disrupt the
educational process, including school crime and violence, poor
discipline, low attendance and high dropout rates, and drug
traffic and abuse. To achieve its objectives, NSSC offers
technical assistance, publications, films and training sessions.
The Center's practitioner-oriented activities are complemented
by a comprehensive public relations program, using public
information literature, research and clearinghouse activities,
media relations and multimedia public service advertising.
The National School Safety Center by publishing Educated
Public Relations: School Safety 101 encourages educators to
acknowledge school crime and student misbehavior do exist.
At the same time, this book offers a wide range of practical
and positive suggestions to ensure safety, quality education and
public confidence in all our nation's schools.
6
EDUCATED FUBIJC EELAHONS
GHAPIERI
Engineexing
consent
Bf Edward I. Bemajs
Democracy has been defined as government by the consent of
the governed. But today our society is so corr4plex that it is not
government alone that needs the public's consent. Every group
and, for that matter, every individual needs the understanding
and support of public opinion to become integrated into our
democratic society. To achieve this integration the individuals
or groups who wish to present their case to the public must
employ one or more of the media of communication. These
media - the press, radio, television, cable, motion pictures,
direct mail and so on - now have an inunense impact, reach-
ing millions of people, sometimes the entire nation.
The web of conununications, sometimes duplicating, criss-
crossing and overlapping, ir a condition of fact, not theory.
The significance of modem communications must be recog-
nized as a highly organized mechanical web and a potent force
for social good or possible evU. Only by mastering th^ tech-
niques of communication can leadership be exercised fiiiitftilly
in the vast, complex democracy that is the United States.
With the aid of technicians who have specialized in utilizing
the channels of communication, leaders can accomplish pur-
posefiilly and scientifically the "engineering of consent."
This phrase means, quite simply, the use of an engineering
approach - that .'5, action bas.ed only on thorough knowledge
of the situation, application of scientific principles and tested
practices which persuade people to support ideas and pro-
grams. Any person or organization depends ultimately on
public approval and therefore Aces the problem of engineering
the public's consent to a program or goal.
We expect our elected government officials to try to engineer
our consent for the measures they propose through the net-
work of communications open to them. We reject government
authoritarianism or r^imentation, but we are willing to be
persuaded by the written or spoken word. The engineering of
consent is the very essence of the democratic prx)cess, the
freedom to persuade and suggest. The freedoms of speech,
press, petition, and assembly - freedoms that make engineer-
ing consent possible - have tacitly expanded our Bill of Rights
SUmC^M. SCHOOL SAFETTCXNTEB 7
8
Tbdny it is impossi-
ble to ovBiestimate
the impoxtance of
engineering con-
sent It aftocts
(zZznosf Bfpeij as-
pect of our daily
lives. Wben used
for s€)cial pur-
poses, it is among
our most valuable
contributions to
the efficient func-
tioning of modem
sodety.
to include the right of persuasion. All these media provide
open doors to the public mind, and through them any one of
us may influence the attitudes and actions of our fellow
citizens.
Knowledge of how to use this enormous amplifying system
becomes a matter of primary concern to all persons interested
in socially constructive action.
Theoretically and practically consent should be based on
the complete understanding by those whom the engineering
attempts to win over. But it is sometimes impossible to reach
joint decisions based on an understanding of fects by all the
people, ^ith pressing crises and decisions to be faced, often
leaders cannot wait for the people to arrive at even general
understanding. In certain cases, democratic leaders must lead
the public through the engineering of consent to socially con-
structive goals and values. This role naturally imposes upon
them the obligation to use educational processes, as well as
other available techniques, to bring about as complete an
understanding as possible.
Today it is impossible to overestimate the importance of
engineering consent. It affects almost every aspect of our daily
lives. When used for social purposes, it is among our most
valuable contributions to the efficient functioning of modem
society.
Books on public relations usually place undue emphasis on
the minutiae of public relations. They discuss the proper
fashioning of the tools - selection of lists, rules for copy
preparation, and other subjects - but neglect the guiding
philosophy and basic techniques which enable the tools to be
used efficiently. It is as if books on surgery concerned
themselves mainly with the shape and sharpness of surgical
instruments and how to wield them. Obviously a knowledge of
what characterizes a good public relations tool is important,
but it is by no means the whole story..
We must first examine public relations fix)m the broad view-
point - consider what it is, what relation it has fo society, how
it approaches a problem and how that appro ch is made. Of
necessity, we must define public relations before we can
discuss these aspects.
Public relations is the attempt, by adjustment, information
and persuasion, to engineer public support for an activity,
cause, movement or institution.
Adjustment is a primary element in good public relations. It
is now generally recognized that people, groups and organiza-
tions need to adjust to one another if we are to have a smooth-
running society. A company that does not adjust its attitudes
and actions to Ae public suffers the result of poor public
relations. A public that lacks understanding of a company is
also adversely afiected. ignorance, prejudice, apathy and
8
EDUCAIED FUBUC BELAHONS
9
distonions need to be corrected. When maladjustments are
based on real abuses, the offending conditions should be
changed. Maladjustments caused by imagined abuses or mis-
understandings also need to be corrected. Information and
persuasion are necessary tools in adjusting these conditions.
The use of information in public relations obviously is not
merely the act of expressing an idea or stating a fact. It is a
complicated effort toward a specific end, using highly complex
communication media and techniques.
Persuasion, the third base on which public relations rests, is
an inseparable part of a democratic way of life. On the whole,
persuasion fills a great social need. But like other rights, the
right of persuasion is subject to abuses. It would be ideal if all
of us could make up our minds independently by evaluating all
pertinent facts objectively. This, however, is not possible. None
of us has access to all fects about everything.
D(eveloping the '"engineering of consent"
Most problems, it has been found, can be handled effectively
by proceeding according to the following pattern:
1. Define goals or objectives.
2. Research publics.
3. Modify objectives to reach goals that research shows are
attainable.
4. Plan strategy.
5. Select themes, symbols and appeals.
6. Blueprint the oi^ganization.
7. Plan and time tactics.
8. Develop budget.
Define goals and objectives
Every public relations activity should have an objective, a
goal, an end towards which activities are directed. Naturally,
these goals vary in each case. They differ as to Jie time
needed to attain the goal and as to the publics on which
success depends.
Often a goal is not defined at the outset. Frequentiy, people
who control the destiny of an enterprise have not agreed upon
their objective. The enterprise has just grown and goals may
never have been examined by the policymakers. That is regret-
table, for then the public relations effort becomes unrelated to
an end. Any public relations activity should carefully and
exactly define its objectives, however difficult it is to do.
The first step in defining objectives is to bring about a
meeting of minds of the policymakers, to get them to agree
on specific objectives. In defining objectives there must be
a balance of all the demands made by Ae different publics
on which the success of an enterprise depends.
Defining the objective in aiiy public relations activity
NjmONia SCHOOL SAFEn-CENTm 9
10
Consistent with
defining TOUT
objectivBs is the
need to vaUdof e
them tbxough the
approval and sup-
port at 'disinter-
astod/' indepen-
denf aatharities.
By doing so, jou
represent to spe-
dtic targeted audi-
ences, as well as
the general public,
that jour ob/ec-
ttves are important
and dearly in the
public interest.
requires a realistic approach to integrate your interest with
those of the v'arious publics.
Consistent with defining your objectives is the need to
validate them through the approval and support of *'disinter-
ested," independent authorities. By doing so, you represent to
specific targeted audiences, as well as the general public, that
your objectives are important and clearly in the public interest.
Validation is analogous to playing the game of billiards
rather than pool. If you assert yourself directly on the various
elements of society, as one ball directly hits another in pool,
you will be labeled a propagandist by those whose attitudes
and actions you are attempting to modify. This is always a
potential fallout of public relations. However, if you have inde-
pendent sources deliver your message indirectly, as a billiard
shot uses a cushion before hitting its target, you are more
likely to gain acceptance and achieve the desired social ends.
Defining and validating objectives assures they are sound
and do not represent simply hopes and desires based on a
subjective evaluation of the circumstances. Finally, objectives,
to be realized, must be attainable, otherwise you are wasting
time and eflbrt in activities based on preconceptions with little
relation to reality.
Research publics
That brings you to the next step in an effective public relations
approach - research. You must research your publics before
you start the process of interest integration. Social scientists
and professional researchers have developed methods which
help any group or individual chart a course accurately by
sounding out the public before proceeding.
In planning for research, keep in mind both the goal to be
sought and the amount of money, time and effort to be spent
in conducting the research. The research budget will need to
be considered in terms of the total effort. The research expen-
diture, if it is effectively used, will save time and effort and
cut down elements of chance. Whatever the sum that can be
allotted to it, a little research well planned is better than no
research at all.
Modify objectives
Research may indicate the goals you have set for yourself are
completely unrealistic in terms of the resources available to
meet them. Y(mr situation also may make your goals impos-
sible to achieve. Some realities that may jeopardize your goals
include competitive situations or a prejudiced public unwilling
to accept your project.
You may have to modify your objectives in one direction or
another. You m^ find after your research that more compre-
hensive objectives are attainable in a shorter time and with
10
EDUCATED FDBUC SELAHONS
less effon. Or you may find that only more limited objectives
are attainable through the proposed effort. But whatever you
find, you will be using the facts that the research has uncov-
ered to help you check the goal you set originally.
Plan strategy
Strategy should be formulated on the basis of your research.
Decisions need to be made on how to use your available
resources of the four **m's'' - mindpower, manpower, mechan-
ics and money. Strategy is all important. Without correct
strategy, nothing will be accomplished, or, at best, what is
accomplished will be purchased only at great waste of time,
money and effort.
Let us consider its place in the whole public relations pic-
ture. Correct strategy is the essential link betv^wn formulating
the objective, conducting the research, and putting in motion
the plan of action to achieve the desired result.
There must be strategic planning at the topmost level before
the campaign begins - not merely planning specific tactics,
timing or allocation of forces. Though all of these are essen-
tial, strategic planning is something above and beyond those. It
consists of the first great decisions ~ the ones which delimit
all other activity. It involves rejection as well as acceptance.
There are many basic strategies and infinite variations of
each. It is the duty of the public relations counsel, working
with the client, to set up the correct basic strategy for the
problem at hand.
And each problem must be faced completely afresh. Experi-
ence, it is true, will contribute to a correct approach, but there
must not be stereotypic thinking when formulating strategy.
Problems may parallel one another, but they are never exact
duplicates. Planning the correct strategy to meet each new
problem is one of the most fascinating aspects of public rela-
tions work.
Select themes
Allied to strategy, and in a sense a part of it, is the selection
of overall themes for the campaign. These themes are to the
campaign what the "story line" is in a work of fiction. They
embody the ideas to be conveyed; they channel the lines of
approach to the several publics. They are expressed over and
over again, in ever varied form. They condition all that is
verbally or visually presented through the various media of
communication.
In selecting the proper themes to project the campaign
message, the public relations counsel must first match up
the campaign objectives with those fundamental human desires
which can be satisfied by the campaign's success. Themes arc
applied, varied to suit the circumstance^ and accented or
NAnONALSCBOOLSAPrrrCSNTn 11
12
The tremendous
lole of the theme
in all successiul
public relations
efforts carmot be
overemphasized.
Rapport with one's
publics depends
on the correct
choice and use of
themes. Unless the
public relations
effort can be made
to coincide with
fundamental moti-
vations, the pub-
lic's interest will be
only fragmentary
and transitory.
subordinated in accordance with campaign strategy and tactics.
The tremendous role of the theme in all successful public
relations efforts cannot be overemphasized. Rapport with one's
publics depends on the correct choice and use of themes.
Unless the public relations effort can be made to coincide with
fundamental motivations, the public's interest will be only
fragmentary and transitory.
It is obvious, of course, many objectives can appeal to more
than one basic motivation, and, therefore, a variety of themes
can be used in nearly every campaign. Indeed, a single objec-
tive may, in some instances, appeal to almost the entire gamut
of human motivation and thus make possible an almost endless
variety of themes. Likewise, with a variety of objectives, there
is a corresponding variety of applicable themes.
It is, however, impossible to discuss themes realistically
without some mention of the symbol. Symbols are shortcuts to
understanding, and through them themes are most frequently
and most effectively expressed. The themes, though ever
present, are nevertheless intangible. On the other hand,
symbols are frequently, though not always, very tangible.
A ^mbol may be anything that stands for an idea. The flag
is the symbol for patriotism. The wedding veil is the ^mbol
of purity. The crown is the symbol of power. This list is
infmite.
A real test of public relations ability is the recognition and
selection of symbols best suited to project chosen themes. And
another test is devising all possible ways to project those
symbols to the desired publics. Symbols may be projected both
audibly and visually, by representation as well as in actuality.
Though objectives have been clarified, research completed,
overall strategy determined and themes selected, we still are
not in touch with our publics. How can this be accomplished?
Blueprint the organization
The next step is organization - the marshaling of all the
necessary forces in terms of money, people and facilities
needed to insure an effective campaign. Such organization will
inciude not only all necessary regular staff workers, but also
contract work from time to time, for such things as opinion
research, fund raising, radio, TV and motion picture advice
and production, and oth^r assignments.
Improvisation in music often is delightful, but when de-
pended upon to carry a public relations campaign, it is
disastrous. Insofer as possible, everything should be thought
through and provided for before the campaign begins. Enough
unexpected situations always will arise without inviting more
through the failure to organize effectively in advance.
Obviously the term "organization" is veiy broad, and it
frequently becomes part of "planning," "tactics" or even
» 13
EDUCATED PUBUC SEEJOIONS
Engineeiing im-
plies plcmniDg.
And it is caxeful
planning maze
than anything else
that distinguishes
modem public
lelattons fzom
old-time, "hit or
miss" publicity
and piopaganda.
"strategy." But however defined, the approach is vital.
Just as an undirected army is only a mob, so an unorganized
public relations effort is only chaos compounded. Before any
objective can be obtained, it is necessary not only to know
where you are going but also how you are to get there.
A successful public relations effort always depends on the
constant interplay of many different talents and skills ~ execu-
tive, writing, research, clerical, production and so on. Those
with these skills and abilities must be recruited in sufficient
numbers, properly housed and provided with necessary equip-
ment. Lines of authority and responsibility must be clearly
established and the workload assigned. All this must be done
before the public relations effort really gets under way.
Plan and time tactics
Planning, as it relates to every phase of operation, must be
done in advance. Just as an engineer, before building a bridge,
works out every detail to the most minute degree before any
orders for materials are given, so must the public relations
effort be planned with great care and detail.
All the skills of the trained public relations professional go
for naught unless he uses them. Regardless of the media em-
ployed, the effort must be tn accordance with a well-planned
action blueprint drawn up in advance.
In these considerations it is important to remember all plan-
ning has to be flexible. The engineer provides leeway of safety
in calculating stresses and strains. So, too, the public relations
plan must have a safety reserve in terms of time, money, staff
and techniques to take care of the unforeseen and to allow for
taking advantage of the unexpected.
Engineering implies planning. And it is careful planning
more than anything else that distinguishes modem public rela-
tions from old-time, "hit or miss" publicity and propaganda.
By planning, and only by planning, can we avoid the seg-
mented approach ~ the nemesis of many public relation efforts.
The special tactics of the campaign include what media to
use (such as newspapers, radio, TV, direct mail, word-of-
mouth), how often to use them, and what relative emphasis to
give each one. The plan also provides for cooperative efforts
of other interested group leaders and organizations. It gives
careful consideration to timing. In short, it marshals on paper
M possible public relations resources applicable to the prob-
lem and, theoretically, deploys them to the best advantage.
In public relations the necessity for care extends to every
aspect of tactical effort. This care must include things as
detailed as proofreading. A careless misprint may convert an
otherwise effective mailing piece into a subject of ridicule
which will boomerang upon you.
Another important thing to remember about tactics is that
NAnONAL SCHOOL SAFEIT CENTER 13
14
success often is not apparent at once. The effectiveness of
public relations is cumulative in nature. Any specific action
may be blanketed by competing news, or it may merely start a
quiet reaction in some quarter whence the effect ultimately
may be very great. The art of public relations is often analo-
gous to the act of a boy dropping stones into a half-fuled pail
of water. At first nothing much happens. But gradually the
water level rises, and finally the bucket overflows - provided,
that is, the boy keeps cropping stones long enough.
Develop budget
Ideally your budget will be commensurate with your total
public relations plan. This is, unfortunately, not always the
situation. Depending on available and prospective funds, the
budget should be developed to respond to long-range, inter-
mediate and immediate strategies and tactics. It also is impor-
tant always to anticipate inflation and changes in plans
building in contingency monies.
The proof of effectiveness in public relations, obviously, is
the ultimate attainment of the objective. It is impossible to say
which of all the elements - research, strategy, formation of
objectives, themes, organization, planning, tactics - is the most
vital to this success. They work as a team. But without proper
tactical implementation nothing would be accomplished.
This chapter has provided an overall picture of the public
relations pattern, showing the interrelation of its various
important elements.
Communication is the key to engineering consent for social
action. But it is not enough to get out leaflets and bulletins on
the photocopy machines, to place releases in the newspapers,
or to fill the airwaves with TV and radio talks. Words, sounds
and pictures accomplish little unless they are the tools of a
soundly developed plan and carefully organized methods. If
the plans are well-formulated and properly used, the ideas
conveyed by words will become part and parcel of the people
themselves.
When the public is Convinced of the soundness of an idea, it
will proceed to action. Public relations involves every action
or attitude of an institution toward the publics on which it
depends. An institution's good public relations, therefore, is
based on actions that reflect the broadest public interest. This
should enable educational institutions not only to carry on
successfully, but also to forge ahead boldly and assert the
intelligent leadership so essential to our democracy today and
in the future.
Reprinted in part from Public Relations (1952) and The Engi-
neering of Consent (1955) by Edy/^rd L Bemays, University of
Oklahoma Press, Norman » Oklahoma.
14
15
EDUCATED PUBLIC KELMIONS
CHAPTER D
School public
Building and maintaining public confidence in education is one
of the most important tasks schools face. To reach this end
educators must develop a sophisticated understanding of the
public relations process.
Public relations, according to those applying it, is the prac-
tice of social responsibility, a necessary building block for
encouraging public understanding and support. Quite simply, it
is a matter of doing the right thing and making sure people
know about it.
Several national studies and surveys have stressed the impor-
tance of community-school relations as a determining factor of
educational effectiveness. Among these is the 1983 report A
Nation at Risk, by the National Commission on Excellence in
Education, which states, "Of all the tools at hand, the public's
support for education is the most powerful."
The application of public relations to education is a growing
trend, but practitioners must consider several significant char-
acteristics that call for special attention:
• Multiple publics. Schools normally have at least two major
publics to work with from a public relations perspective:
one is internal, the clients (students and employees), and the
other is external, the funders (general public and govern-
ment). The former requires resource allocation and the
latter, resource attraction.
• Multiple objectives. Schools tend to pursue several important
objectives simultaneously, rather than only one, sur^h as
monetary profits. Administrators must evaluate the relative
importance of the several objectives when developing appro-
priate strategies.
• Service provider. Schools provide services rather than pro-
duce goods. Because services are for the most part intan-
gible and variable, public relations planning must take this
into account.
• Public scrutiny. Schools usually are subjected to close
scrutiny because they are subsidized, tax-exempt and man-
dated into existence. They experience political pressures
from various publics. In addition, they are expected to
NATIONAL SCHCX>L SAFETY CENTER 15
IS
The foundation foi
inaeased public
confidence in-
cludes undersUmd-
ing fbe problems
facing education
and the efforts im-
plemented to solve
tbem, recognizing
the successes of
public education,
and increasing
public support
and comrBitment
to education.
operate in the public interest, and, consequently, their public
relations activities are likely to be closely scrutinized.
• Evaluation difficulties. Perhaps the most frustrating char-
acteristic for schools and educators is the difficulty of pro-
viding objective evaluation or interpretation of the effec-
tiveness of their efforts. Education and its related public
relations activities are predominately subjective and rely on
qualitative measurement.
Increasing public confidence in education is a complex
process. It involves a fine tuning of the education ^stem to
meet both the needs of individual students and the needs of a
progressive, humane society. It also requires the development
and refinement of superior communication systems to dissemi-
nate information internally and externally. An effective plan
provides ideas for spreading good news abojt education as
well as a forum for resolving differences.
The foundation for increased public confidence includes
understanding the problems feeing education and the efforts
implemented to solve them, recognizing the successes of pub-
lic education, and increasing public support and commitment
to education.
EfTecting change
Change of any type usually is met with some resistance. How-
ever, proper public relations can alleviate problems and moti-
vate targeted audiences to support and participate actively in
proposed changes.
In a 1971 article Geoige Gallup, an acknowledged expert on
polling, public attitudes and human behavior, identified seven
basic principles for promoting educational change.
Principle I: Appeal to the self-interests of the consumer.
This is a commonly accepted idea which needs little elabora-
tion except to state that the "consumer" groups for public
schools include every member of the educational bureaucracy
and every citizen whose funds support the public school ^s-
tem. It is important to work out carefully how any proposed
change will affect tlie self-interests of consumer group mem-
bers. But this group can be divided into smaller groups,
hence:
Principle II: Define with some precision the consumer group
or groups to which the appeal should be made and conduct the
appeal accordingly. Many people in public life overlook this
principle. For example, spokesmen for the political "left" and
"right" often are guilty of using a style, rhetoric or argument
designed to appeal to their own peer group. Such approaches
have little chance of effectively changing the behavior or atti-
tudes of "the otlier side." On the contrary, they are apt to
reinforce existing biases or prejudices.
John Gardner, former secretary of the U.S. Department of
16 EDUCATED PUBUC SEIAnONS
17
Health, Education and Welfare, said our cities are no longer
communities, but encampments of strangers. The same des-
cription fits many of our school systems. Although tiie educa-
tor often speaks of a ''community of scholars" or **the school
community," too often we find encampments of faculty, par-
ents, students, administrators and others, each with different
viewpoints, different needs and different biases. The educator
interested in educational change should recognize these en-
campments as different consumer groups.
Principle III: Never underestimate the intelligence of the
consumer. Educators have no monopoly on intelligence, and
patronizing or condescending communications or oversimpli-
fied messages are more likely to offend than gain support.
Principle IV: Never overestimate the knowledge of the con-
sumer. In business situations speakers often casually state, "Of
course, as you know," and then proceed to build a thesis
around a principle or concept which, in fact, the consumer
does not know or understand. If there is no opportunity to
respond to questions and clarify the issue satisfectorily, the
entire point of the presentation is missed.
Educators interested in educational change should not
assume the consumer group to which they are appealing knows
as much as they do about a particular issue, idea or educa-
tional development. It is necessary to bring a group along at
its own rate so subsequent discussion and action can be based
on commonly accepted and understood definitions and
assumptions.
Principle V: Provide evidence that clearly demonstrates your
product's value. Research shows clearly that demonstrations of
product claims are infinitely more productive than unsupported
praise, cartoon analogies and the like. Substantiate, as well as
possible, the product not only does what is claimed but also
supports the goals of the consumer. This implies, of course,
schools or school districts have clearly defined goals and
objectives, and many, unfortunately, do not.
Principle VI: Repetition is a necessary function of good
marketing. In this context repetition is not analogous to con-
stantly beating the mule over the head with a 2x4 to get his
attention. Individual consumer groups, just as individual
people, react differently to various stimuli, styles and situa-
tions. Therefore, it is incumbent on the educator interested in
changing attitudes or behaviors to use the most appropriate
methods, techniques, human resources and combinations of
media to make the point.
Principle VII: Know and "sell" the purpose of the product.
There has been a plethora of inventions and innovations
designed to effect rational educational change. In most cases,
they have been invented to achieve a clearly defined purpose,
objective or goal of the educational process. Yet, the accep-
NATIOMAL SCHOOL SAFBIT CENTER 17
18
As public institu-
tions, it is incum-
bent on schools to
know public wants
and concerns,
espedaUy since
it is the public's
money being
spent In 1985-86,
$135 bilUon in tax
money was spent
on public educa-
tion. It seems only
logiccd that the
nation's taxpay-
ers should be
concerned and
informed about
their schools.
tance of these inventions by the educational consumer has been
less than spectacular. One reason for this might be that prac-
ticing educators have failed to use the new tool properly or,
worse yet, never understood its precise purpose in the first
place.
School improvement will depend on educators recognizing
the future of education rests largely with people not directly
invx)lved or identified with public schools.
Schools and public attitudes
Reaching out to the community through public relations is
critical to the school system.
"The public is not ignoring schools anymore," says Larry
Ascough, director of public relations for the expansive Dallas
Independent School District. **The general public used to take
schools for granted," says Ascough. "Now they're watching to
see how effective we are."
Budget allocations, state test results and safety concerns are
coming under increasing public scrutiny.
Many schools have a tendency to do nothing about public
relations, yet they need public relations if they Nvant to
improve the education process.
"Sometimes educators don't perceive they have a prob-
lem," says Tari Marshall, director of public relations for
The National PTA. "But they may need to get out in the
community and find out what the community's perception is
of the school."
In many instances, even efforts by those school districts with
public relations programs are inadequate. As a result, educa-
tion still suffers from a poor image and lack of public support.
Lyle Hamilton, public relations manager of the National
Education Association, is among the critics of existing school
district programs because, he says, they concentrate too heavily
on publicity and meeting dates.
As public institutions, it is incumbent on schools to know
public wants and concerns, especially since it is the public's
money being spent. In 1985-86, $135 billion in tax money
was spent on public education. It seems only logical that the
nation's taxpayers should be concerned and informed about
their schools.
Their interest and concern, however, must be sought and
welcomed by school administrators before there are serious
problems. Otherwise public attention, when it comes, likely
will be negative.
Research has shown the better a school communicates with
its community and the more the public is involved with a
school, the better the public will understand and accurately
perceive that school. The 1985 Gallup poll points out those
individuals most closely in touch with the schools and their
EDUCAICD PUBLIC BELATIONS
19
The most effec-
tive wajr to get
the commuDitf inr
voivad is fbiough
participation in
school piogiams
and activities from
the outset People
are more willing
to support a proj-
ect if tber feel a
sense of ownership
based on their
involvement in
developing the
plan.
operation perceive them more favorably.
Building partnerships
Ruth Whitman, assistant director of public relations for
the American Federation of Teachers, points out that since
problems differ from city to city and from school to school,
it is important local school people ascertain the issues in
their own communities and develop strategies to address
them.
"The situation in Miami may be different from the situation
in Detroit, which is different from that in Los Angeles," says
Whitman, who uses school violence as an example.
"School violence is a reflection of the community at large,
therefore, total community involvement is important," she says.
"Such a community-based concern must have a community-
based solution. One blanket approach may not work for
everyone."
As most educators have learned firsthand, so much in the
total life of a city affects the school ^stem and the children
and adults it serves. Even the most capable school boards and
superintendents sometimes must fight conditions over which
they have little control, such as crime, poverty, drugs and
urban decay.
School administrators must keep in mind schools are inter-
dependent with other social systems and can be changed only
through the intensive involvement of those other systems.
The most effective way to get the community involved is
through participation in school programs and activities from
the outset. People are more willing to support a project if they
feel a sense of ownership based on their involvement in
developing the plan.
Donald Gallagher, author and communications professor
at New Jersey's Glassboro College, illustrates the "owner-
ship" concept using the example of discipline problems at a
school.
He says the fust step is to form a citizen advisory group to
deal specifically with discipline. Such a group should include
community residents, parents and law enforcers.
"You let them come up with some code of discipline,"
Gallagher suggests. "Since it's put together by a group,'
it's not 'the school's' discipline policy, it's 'our' policy."
The Dallas Independent School District, with one of the
most extensive school public relations programs in the nation,
has tried to establish working relationships with all groups in
the community. Tksk forces which represent business, religious
and civic organizations have been established in the district. In
addition, special advisory committees respond to the needs of
African-Americans, Asian-Americans, Hispanics and other
special interest groups.
NAnONAL SOiOOL ^l^TTY CENTER 19
20
Internal publics
There's a saying in the profession that public relations begins
at home.
ftitrick Jackson, public relations counsel with the New
Hampshire firm of Jackson, Jackson & Wagner, says the first
role of school public relations practitioners is to "educate their
own clients" and make sure the school board, administrators
and employees understand the meaning of public relations.
"Public relations begins inside the outfit," says Jackson, who
advocates spending more time with internal rather than exter-
nal communications. "Our role is to see that there is teamwork
and motivation internally. We have to get everyone inside the
school together, singing in one clear voice."
While many people think of public relations in a formal
sense, it should also be remembered public relations is inher-
ent in just about everything that is done. For this reason,
it benefits schools to have good communications with their
employees and students. People in the community who have no
ties to the school may look to a student or a school employee
for information about the school,
"Each of us is an ambassador, an advocate of schools," says
Phil Smith, director of communications for the National
School Boards Association. "The best PR is the way each of
us conducts ourselves in our role within the system," says
Smith. "Grassroots PR is really the best groundwork "
Key groups within the school system to include in public
relations activities are school board members, school
employees and students.
External publics
Most external public relations efforts by schools traditionally
have been focused on parents. This practice is understandable
since parent interest in schools is the most obvious. However,
schools also belong to the general public, not just to parents
and students.
While parents are certainly a key public which must be con-
tinually informed and involved, most of the adult population
do not have children in school. Therefore, efforts must be
made to reach those publics not reached by such standard
communications as parent newsletters, PTA meetings and open
houses. Only 27 percent of a!l households have school-aged
children, according to the U.S. Census Bureau. This means
more than two-thirds of the country's adult population have no
direct connection with public schools.
As Hamilton of the National Education Association points
out, "Why should they pay increasing taxes to support schools
if schools aren't doing anything for them? You have to give
them something in return - involve them in everyd^ school
life."
20
21
EDUCAICD PUBUC SELAIIONS
vniile media lela-
tions and publicity
should not be an
aU'ConsuiDing'
priority, it is
definitely one of
the functions of
the school public
relations directors.
Good public relations practices include identifying key exter-
nal publics and establishing two-way communications with
them to improve the institution and its services.
Regardless of the size of a community or district, there are
several key external publics to be considered in planning pub-
lic relations efforts: parents, community residents, service
groups, business leaders, government representatives, law
enforcers and media representatives.
Lew Armistead, director of public information for the
National Association of Secondary School Principals, also
advocates community involvement.
"We're seeing more and more of a commitment for broader
community involvement," Armistead observes. "School people
can't do it all themselves. They need public support."
Media relations
In the course of their work school public relations directors
usually interact with the media. While media relations and
publicity should not be an all-consuming priority, it is defi-
nitely one of the functions of the school public relations
directors.
To reach the broadest audience, school news often is fun-
neled into existing channels of communication offered by the
mass media - radio, television and the press.
Mass media exist in every community, from small weekly
newspapers and local radio stations to large dailies and televi-
sion stations that cover extended metropolitan areas.
A professional relationship should be initiated and main-
tained with editors, station managers and education reporters
for local print and broadcast media. The school public rela-
tions director needs to be recognized by the media as the
education resource specialist.
Lesly's Public Relations Handbook notes there are generally
three forms of media relations:
• Responding to media requests. This service function requires
having information and sources organized then conscien-
tiously responding to the initiatives of those served.
• Arranging for coverage and dissemination of information.
This calls for a constant awareness of school and district
news-making events and routine contact with the media.
« Stimulating media coverage. This requires creative develop-
ment of ideas and concepts to stimulate the media to carry
the school or district information and viewpoint.
A basic tool of the public relations practitioner is the news
release, the primary written method of conveying information
to the media for print or broadcast.
When preparing a news release, remember the basic facts it
should include:
• Who is the story about or who is announcing it?
NATIONAL SCHOOL SAFEIT CENTES 21
22
• What is happening or being announced?
• When is it happening?
• Where is it happening?
• Why is it happening?
• How will it happen or how will it affect the public?
Not all stories will answer all six points, but the majority
will cover most. Use names in your stories, making sure to
spell them correctly, and include affiliations and titles when
necessary.
Do not clutter a news reicase with extraneous information.
Hie release's purpose is lo disseminate information in a clear,
concise manner. The clever writing should be left to staff
members of the media.
When writing a reicase, use the inverted pyramid style in
which the most important material is at the beginning of the
story and the least important at the end. Copy often will be
shortened before it is used because of limited space or time. If
the news release is prepared in the inverted pyramid style, the
best information, placed at the top, is less likely to be affected
by cuts.
The standard news release fomnat calls for using a good
grade of white, 8Vi by 11 inch paper with the copy typed and
double-spaced. Alw^s include the date the material is to be
released, specifying either "for immediate relc^ise" or for a
specific reJease date, including the day, month and year.
Remember to include your name, address and phone number
at the top of every paper given to the media.
Another important and useful tool of the school public rela-
tions person is the feet sheet - a single page of statistical data
about your schools which reporters, editors and station manag-
ers can keep at their fingertips. Such a sheet should include
the basics about your schools or district, including size, enroll-
ment, budget, staff, grades, class sizes, average daily atten-
dance and other background material. It should be updated
regularly.
A photograph file for the district also should be maintained.
Include current 5 by 7 inch, black and white glossy photos of
the superintendent, other top administrators and all psincipals.
Also maintain a comprehensive and current file of photographs
representing special school programs and activities for use in
district publications, as wel? as for the media.
Public service advertising
Public service announcements (PSAs) are an increasingly
accepted and effective means of communicating a nonprofit
organization's message. As the name implies, the announce-
ments are run free of chaige as a public service. Stations will
only provide the free air time to nonprofit diganizations for
non-conunercial and non-controversial purposes.
22
EDUCAICD PUBUC SELAHOKS
23
Two basic elements
tiom the leceivBi's
perspective must
be addzessed:
"What's in it foi
me?" and "Whaf do
70U want me to
do?" Recipients
should view the
message as per-
sonoZIf lelevant to
them lather than
to some ambigu-
ous '^thei person"
or the general
population.
TV, radio and print media PSAs are useful as one compo-
nent of a conr.prehensive communications plan. Within the con-
text of an overall campaign, PSAs can help create an aware-
ness and sensitize the public to an issue.
The task of directing a community-based media communica-
tions program requires a thorough understanding of public
opinion. Two basic elements from the receiver's perspective
must be addressed: "What's in it for me?" and "What do you
want me to do?" Recipients should view the message as per-
sonally relevant to them rather than to some ambiguous "other
person" or the general population. This is why successful
campaign appeals often address "you" instead of "we."
Defining the recipient's role or identifying a call to action is
the component of the communications campaign. Cam-
paigns that concentrate on what people should not do are not
nearly as effective as those which focus on the positive - what
people can do. Because many social causes are the resuk of
concerns or problems, it is easy to fall \ictm lo negative
themes and appeals: "Don't drink and drive" and "Say no
to drugs." Although positive conceptually, they are presented
as don*t do something negative as opposed to do something
positive.
Examples of positive slogans include: "Keep America beau-
tiful," "Lend a hand" (a campaign for volunteerism), and
*Take stock in America" (for U.S. Savings Bonds). The
National School Safety Center uses this concept describing its
function as promoting school safety and quality education - as
opposed to "stopping school crime and violence."
Criteria for broadcast PSAs may vary from city to city and
station to station, but some general policy guidelines include:
• The organization submitting the announcement should be
nonprofit and spend no more than 40 percent of its budget
on fund raising.
• The message should be non-commercial.
• The content should not be sexually explicit or vulgar.
• The message should be of interest to a large audience.
• The message should be of local interest, although it may
also have national relevance.
• PSAs should run precisely 10-, 20-, 30- or 60-seconds in
length.
• Whenever possible, contact the public service coordinator
for information on the station's preferred format.
• Submissions should be made at least three to five weeks in
advance of any event being announced.
Crisis communication
A school public relations program must include a plan de-
signed specifically for times of crisis. Maintaining good com-
munications with all publics is always important, but it is
N AnONAI SCHOOL SAFEIT CENTES 23
24
Public lelattons
pzactitionois know
that if lepozters
do nof get the
ixitonxuxtion ttoni
one source, they
will get it from
GDOtbei; omd it
may be more dis-
torted omd damag-
tag it it comes
from a source
other than the
school.
especially crucial during a crisis situation.
A "crisis" can range from murder on the campus to a trash
fire in a storeroom. However trivial an incident may seem, it
can escalate into a major emergency situation without set
procedures for dealing with the school population and the
cottimunity at large.
A clear, wcll-oiganized plan may mean the difference be-
tween level-headed actions and solutions or danger and panic.
While no one is ever completely ready for an emei^gency, risks
ca:i be mlraLniized with an organized plan that assures constant
and consistent communications and designates responsibilities
to specific staff members and administrators.
The plan should include procedures for communicating the
facts to the proper authorities, parents and the general public.
Reports should be made as quickly as information is known
and as often as new &cts become available.
Especially during a crisis, it is important to keep the news
media informed. It can be destructive to try to cover up some-
thing instead of being open and truthful.
**The important thing to keep in mind is you want to keep
information flowing," says P&tricia McCormack, health and
education editor for United Press International news service.
*'The school-media relationship is not a case of *us against
them.' " Public relations practitioners know that if reporters do
not get the information from one source, they wil! get it from
another, and it msy be more distorted and damaging if it
comes from a source other than the school.
**It's foolhardy to try to cover things up" says McCormack.
*Tou don't hold all the strings ... the reporter has many
sources of information. The school can't act as censor."
"You have to level with people," she adds. "Tell them,
*These things happened in our schools,' and tell them what
you're doing about it."
A well-<ieveloped plan of action for working with the media
should be established for those crisis periods. Some important
considerations to keep in mind include:
• Have media poli<y worked out in advance. Spell out who
will be the media spokesperson, and make it clear no one
else should speak officially for the schools or agen<y. At the
same time, however, keep school employees and students
current on the situation. They likely will be unofficial
school representatives.
• Route all media inquiries to one person or at least one
office.
• Prepare an official statement responding to the particular
crisis situation. Read from or distribute this statement when
media inquiries are made. This will maintain consistenQ^.
« Anticipate media questions and prepare and rehearse
answers. Play devil's advocate and develop answers to all
24 CPUCATED PUBUC SEUCTIONS
25
potentially senskive and controversial questions.
• Don t be afraid to say, **I don't know." This is better than
being caught in a lie or responding with the offensive
phrase, **No comment." It is important, though, to volunteer
to get the answer and follow up within a specifiad time.
Reporters will appreciate your consideration of their dead-
lines.
• Be brief. Don't cloud the issues with superfluous informa-
tion or professional jaigon. Keep comments to the point and
repeat them as necessary.
• Start a rumor control center, if the situation wanants. Pub-
lish a number for the public to call if they hear a rumor or
need information.
• Consider providing a special unlisted number for media
representatives to call in case traffic gets heavy on your
regular lines.
• Provide the news media with updates as events unfold, even
after the initial crisis is handled.
• Keep calm and maintain a professional manner.
Personal contsct
Although public relations alone may not provide all the solu-
tior . to school problems, it is certainly a part of any solution.
In many cases, public relations efforts are prevention methods.
Personal contact is vital to any publfc relations program.
Whether it's teachers making a point of meeting with parents
or the principal knocking on doors and talking to conmiunity
residents, all such efforts will be beneficial. One-to-one com-
munication is often tb^ best v/ay to get the message that
involvement and support of individuals in the community is
wanted and needed. You are dealing with people, so it only
makes sense to have person-to-person communication.
Efforts by school administrators and public relations direc-
tors to keep their eyes and ears open usually pay off because
th^ can keep in tune with public attitudes. This allows imme-
diate action to address concerns before they become serious
problems.
Effective school public relations promotes quality education
by establishing and maintaining a program of internal and
external communications that is both ongoing and compre-
hensive.
NATIONAL SCHOOL SAFBTT CENTER
25
CHAPTER m
School safety cmd
public opinion
"The Safety First movement, by its use of every form of
appeal, from poster to circular, from lecture to law enforce-
ment, from motion pictures to 'safety weeks,' is bringing about
a gradual change in the attitude of a safety-deserving public
towards the taking of unnecessary risks."
So wrote Edward L. Bem^ in Crystallizing Public
Opinion, a book published in 1923 and considered the bench-
mark for the public relations profession. The successful public
safety movement to which Bemays refers is dated only chrono-
logically. Its message remains as relevant and its strategies and
tactics are as applicable today as they were more than a half a
century ago.
A new national safety movement is emerging in response
to the contemporary problems of today's school campuses.
Through creative and cooperative school and community
efforts, this new movement can be as successful as its 1920's
predecessor.
America is committed to providing its citizens with a free,
public education and the opportunity to attain academic excel-
lence. Such excellence cannot be achieved, however, without
safe, secure and welcoming school campuses. Only in such
settings are students and teachers able t- devote their full
attention to academic goals.
Too often the public expresses concern that America's
schools are not attaining this ideal. Opinion polls indicate
a desire for improved discipline and for a crackdown on stu-
dent drug traffic and abuse. Clearly, the public is alarmed
by these problems that interfere with the orderly, safe and
successfiil operation of our schools.
This concern really should not come as much of a surprise.
News media reports and official government studies provide
alarming statistics:
• Replacement and repair costs resulting from school crime
are estimated to range between $100 million to $200 million
a year.
• Approximately one out of four youngsters entering the
educational system never graduates from high school.
NAnONAL SCHOOL SAFEIT CENTEB 27
27
No matter bow
weil-quoUfied the
teachers or how
attractive the
school setting,
students cannot
achieve their
academic pof en-
tiol in an environ-
ment of feoi; dime
and violence. Safe
campuses are req-
uisite for quoUtF
education.
• Nearly two-thirds of America's teen-agers have used illegal
drugs before they graduate firom high school.
Such infonnatiori hardly can be expected to encourage public
confidence in the safety of our nation's schools. It is up to the
schools to respond to negative public attitudes and perceptions
and to promote public awareness and involvement in the
schools.
The 1978 Violent Schools-Safe Schools report from
the National Institute of Education (NIE), points to poor
community-school relations as one fector in the incidence of
school crime and behavior. The study indicates schools with
positive community relations are likely to have fewer violence
and vandalism problems. It makes sense that school crime
rates decrease when schools receive increased support from
parents, law enforcement and other community sources.
Principal Ruebcn Trinidad understands this relationship.
During the sununer of 1983 Trinidad recruited a group of
parents, students and teachers to paint their high school in
San Jose, California. Trinidad reports there has been no major
vandalism or graffiti since.
In Columbus, Ohio, Principal James Voyles also enlists com-
munity members as active partners in education. The Kiwanis
Club sponsors a student group to work on community and
school service projects. Representatives of the state employ-
ment bureau provide job counseling, tutoring, speakers and
internships. A local United Way agency offers delinquency
prevention programs and counseling for students and parents.
Vpyles also brings in succef 5ful community leaders to provide
role models for students. A positive side effect of these efforts
is an improved campus climate.
Unsafe campuses are a special threat to those working and
teaching there. When teachers, the foundation of the educa-
tional process, are forced to instruct in unsafe situations,
clearly their performance in the classroom is adversely
affected.
And when crime and violence from our communities invade
the school, students suffer a double loss. They are physically
injured as victims of school crime and then hurt again when
they forfeit effective learning opportunities because negative
behavior interrupts instruction. No matter how well-qualified
the teachers or how attractive the school setting, students can-
not achieve their academic potential in an envirormient of fear,
crime and violence. Safe campuses are requisite for quality
education.
Ensuring safe conditions in our nation's schools should be a
priority for everyone. OcJy when serious campus problems -
crime and viokuce, drug traffic and abuse, lack of discipline
and poor attendance - are addressed and corrected will schools
experience improved learning, morale, trust and respect.
25 EDUCATED PUBLIC KELAIIONS
28
Id a 1985 decision
the U.S. Supreme
Court wzote, "McdU"
tctining Older in
the classroom Zias
xievar Jbeezz easy;
but in recent years
school disorder
has taken par-
UcularlT ugJj
forms: drug use
and violent crime
in the scbools
have become
major problems"
School crime and violence
The fear some students experience at school often is well-
founded. The NIE school crime and violence study offers
these insights:
• Approximately 282,000 smdents are physically attacked in
America's secondary schools each month.
• An estimated SlSjMO attacks, shakedowns and robberies
occur in an average month in public secondary schools.
• In a typical month ibout 125,000 secondary school teachers
(12 percent) are threatened with physical harm, and approxi-
mately 5,200 actually are physically attacked.
• Burglaries occur five times more often in schools than in
businesses.
• Almost 8 percent of urban junior and senior high school
students miss at least one day of school each month because
they are afraid to attend.
While there has been no comprehensive, national follow-up
study to the 1978 NIE report, recent observations indicate
these trends continue.
Albert Shanker, president of the American Federation of
Teachers (AFI testifying in 1985 Senate subcommittee hear-
ings, said, "We know there is continuing school violence . . .
that incidents continue at an unacceptable rate."
In a 1985 decision the U.S. Supreme Court wrote, "Main-
taining order in the classroom has never been easy, but in
recent years school disorder has taken particularly ugly forms:
drug use and violent crime in the schools have become major
problems."
Crime and violence do not start or stop at the schoolhouse
door. Campus and community problems are interrelated, and
publicly supported efforts are necessary to combat disruptions.
Positive involvement by local law enforcers is a priority for
Patricia Black, who has turned her Bronx, New York, voca-
tional high school into "an oasis" in an "otherwise devastated
neighborhood," according to the State Department of Educa-
tion. One of her first contacts as principal was with the local
police precinct's public relations officer, who now regularly
visits the school, meets with students and promotes school
safety.
School safety and the law
Public relations can have an effect far greater than simply
making the public feel good about schools. An effective pro-
gram can develop and restore student and public confidence
and may have the long-term effect of preventing costly court
litigations. Lawsuits against schools are becoming increasingly
common as individuals vent their frustration and demand sig-
nificant financial damages for unsafe conditions on campus.
Fonner U. S. Supreme Court Chief Justice Warren Burger,
NAnOHia SCHOOL SAFm CENTER
23
29
The human, social
and economic
pioblems caused
bf substance
abuse extend well
beyond the school
A Significant por-
tion of criminal
acttvitf bf teen-
affQis can be
directly linked
to the financial
demands of drug
abuse.
reflecting on this psx)blem, said, "The serious challenge of
restoring a safe school environment has begun to reshape the
law."
This is most clearly seen in California, where the drive to
promote safe schools led to an amendment to the state consti-
tution. The provision states students and schools employees
have "the inalienable right to attend campuses which are safe,
secure and peaceful." A recent court ruling upheld this amend-
ment and found one school district liable for damages because
it failed to provide a safe learning environment.
Throughout the nation, as in California, litigation is redefin-
ing the school ^stem's responsiblity to provide safe learning
environments. Basing their decisions on the importance of
maintaining school discipline and order, judges have upheld
the rights of educators in some cases involving disruptive
remarks at a school assembly and searches of students, their
property and school lockers. However, schools have been
found liable in lawsuits involving sexual misconduct by school
employees, personal injury or property damage to students and
employees, and abridgnriCnt of student free speech.
Educators must recognize their responsiblity to develop and
enforce policies which reflect society's expectations. School
crime and violence and other safety related problems are
threatening not only the integrity but also the financial stability
of this countrj''s educational ^stem. Schools must develop
safety strategies that include informing the public and integrat-
ing them into the implementation process, a positive step
toward preventing future incidents and costiy litigation.
Preventing drug trafTic and abuse
Drug trafficking and abuse are major problems for society,
including the school ^stem. Teen-agers themselv»;s identify
drug abuse as the biggest problem they face, with alcohol
abuse ranking second, according to the 1984 Gallup youth
survey.
A 1985 survey of high school seniors by the University
of Michigan shows the prevalence of student drug use, with
nearly two-thirds having used drugs at least once before they
finish high school. The rapidly increasing use of cocaine
is dso a major concern. Of the high school seniors polled,
17.3 percent admitted having used cocaine at least once.
The Michigan study also reported on alcohol abuse. The
survey found that by the time they are high school seniors,
nine out of 10 students have consumed alcohol, many at highly
abusive levels.
The human, social and economic problems caused by sub-
stance abuse extend well beyond the school. A significant
portion of criminal activity by teen-agers can be directiy
linked to the financial demands of drug abuse. Certainly
30 EDUCATED PUBLIC RELATIONS
30
society also pays for drug abuse through increased medical
and law enforcement costs.
I^rtnerships between schools, parents, law enforcers and the
community arc essential to fight this national epidemic.
Parents are a key part of the drug control program initiated
by George McKenna, principal of an inner-city Los Angeles
high school. McKcnna points to parent support as a major
factor in eliminating crime, violence and drugs on campus.
Parents in school restrooms have helped end drug dealing and
use on campus, according to McKenna, whose school is recog-
nized nationally for its exemplary anti-violence program.
Increasing school attendance
School non-attendance is another national concern, in part
because the country's economic health is jeopardized by the
growing number of uneducated or under-educated youths who
are unable to find or keep employment.
U.S. Department of Education statistics for 1984 indicated
29.1 percent of all students leave school before high school
graduation. When one in four youngsters is a dropout, both
the individual and society lose. Compared to the general
public, dropouts are more likely to face unemployment, menial
jobs and reliance on public assistance. Society also pays a
price for dropouts through increased demands on the social
service and criminal justice systems.
Individual communities are adversely affected by dropouts,
as well. The reduced income and spending power of non-
graduates and their families depresses local economies.
Cities can lose businesses and industries which relocate when
employers are unable to find an adequate supply of qualified,
educated workers.
Truancy is yet another dilemma for the nation's schools and
communities. It is estimated 2.5 million students are absent
from public schools daily, and a significant percentage are
truants who are likely to participate in unproductive, disruptive
or even criminal activities. Short-term studies by several com-
munities throughout the nation link truancy to daytime delin-
quency, particularly residential burglaries. In fact, several
studies indicate up to 65 percent of all daylight burglaries are
truancy related.
Educators and the public in general are increasingly alarmed
by school non-attendance. The annual Gallup Poll of public
attitudes consistently indicates citizens believe "truancy/pupil
lack of interest" is one of the 10 most serious problems facing
schools and the community. For the past five years school
absenteeism, including truancy, has ranked at or near the top
of concerns identified in the membership poll of the National
Association of Secondary School Principals.
Student attendance is the responsibility of every member of
NAnONAL SCHOOL SAFETY CENTER 31
31
Effective discipline
is a detenent to
inappiopiictte
behavior and an
important preven-
tion strategr for
reducing more
serious campus
disruptions.
the community, even those without school-aged children. Since
everyone is directly or indirectly affected by dropout and
truancy problems, it is critical citizens work together to
support school and community efforts to get and keep young
people in the classroom.
In Detroit, Michigan, Principal Emeral Crosby has made the
local business community a key part of his school attendance
program. Donations from businesses fund a special attendance
recognition project for staff and students. Crosby recognizes
improved attendance affects school acheivement, and he has
made the community a partner in this effort.
Improving discipline
America has long regarded discipline a serious problem feeing
its schools. In feet, in 16 of the past 17 annual Gallup public
attitude surveys, school discipline was viewed as the number
one school problem. Discipline •• training by instruction or
control - is required to respond to a broad range of school
situations, from class-cutting and verbal abuse of teachers
to drug dealing, robberies and attacks on students. A well-
disciplined school provides a learning environment in which
students and teachers can be successfinl. Effective discipline is
a deterrent to inappropriate behavior and an important preven-
tion strategy for reducing more serious campus disruptions.
AFT president Shanker says, **PPor discipline policies can
breed unsafe schools. Safe schools require the development
and enforcemeju of uniform discipline codes."
Mary H. Futrell, president of the National Education Asso-
ciation, advises discipline problems do not staiid in isolation
from instructional issues. Futrell describes discipline as *'the
total school environment that determines the level of civility in
the classroom."
Providing safer schools
There are no simple answers to America's complex school
safety questions.
The ultimate solution to campus crime and violence is to
study, identify and correct the fundamental problems which
generate antisocial beha^-i'^r by young people. A permanent
cure can be achieved only if the country's foremost experts in
the social sciences - the nation's top psychologists, sociolo-
gists, criminologists, medical, legal and other professionals -
work together to diagnose the fundamental causes of this social
illness and propose antidotes.
Until this goal is attained, however, educators and others
involved with our schools must direct their energies to pre-
venting and controlling the symptoms of school crime and
violence.
The cooperative, community approach now being imple-
32 o n EDUCAICD PUBUC BELATIONS
mented throughout the country is an encouraging new trend in
addressing school crime and violence. Many of the methods
are innovative, and their developers represent a consortium
of school administrators, parents, and representatives from
community and youth-serving organizations. Through joint
efforts, plans are being implemented to correct problems and
ensure safer schools. In such communities educators no longer
are providing crime prevention programs in isolation.
School administrators are realizing that by assuming a
leadership role in developing and implementing such plans to
ensure safer schools, they also are revitalizing much needed
school-community partnerships, building public confidence and
significantly improving the quality of education in the process.
The public relations process - persuading members of the
public to accept and integrate into their lives new ideas based
on information presented to them - is the vehicle that ulti-
mately may turn the tide of mediocrity into a wave of
excellence.
NATIONAL SCHOOL SAfm CENTER
33
CHAPTER rv
101 school safety
ideas
As a school public relations director, it is important to define
your role in active, not reactive, terms. If your day is con-
sumed completing ministerial assignments, responding to the
news media and "putting out fires," little time will be left to
initiate public relations activities.
Educated Public Relations: School Safety 101 is premised on
the importance of adjusting public opinion to make new oppor-
tunities, not just to solve old problems.
While many of the 101 ideas are appropriate to reach multi-
ple publics, for easy reference the ideas have been categorized
as worting with 10 specific groups: school board members,
school employees, students, parents, community residents,
service groups, business leaders, government representatives,
law enforcers and media representatives.
WiUti these various publics identified, it is necessary to
determine what response is expected from each. The ultimate
response to look for, of course, is a commitment to work with
the school district to achieve its specified goals. Conmiitment,
however, is the result of a long and gradual process.
Most individuals or groups can be classified in one of three
stages in their relationship to schools. These specific stages are
cognitive (awareness, knowledge), affective (liking, preference)
and behavioral (commitment, reinforcement). Public relations
practitioners must identify in which stage most members of
each group fell and plan appropriate channels and tools of
communication to motivate them to the next step.
These ideas may be initiated and executed by school district
public relations directors, working cooperatively with district
superintendents, other administrators and school principals.
Although not all of the following 101 school public relations
ideas specifically address school safety issues, they have a
common goal - quality education and safe schools. These
ideas suggest ways school administrators can work with the
various publics as partners to achieve results.
Primary strategies
There are 12 essential ideas which will help inform, persuade
NAnONAL SCHOOL SAFEIT CCNTCK 35
ERIC
and integrate school safety and public opinion. These strategies
will facilitate planning and implementing activities for all your
publics.
1. Convince your school board, superintendent and prin-
dpak that quality education requires safe, secure and
peaceful schools. Stress the basic concept that school
safety is a community concern requiring a community
response. School administrators should assume the roles
of fecilitators and coordinators of conmiunity efforts to
ensure safe schools.
2. Develop a school safety clearinghouse for current
literature and data on school safety issues. Much of
this material can be obtained from individuals, groups or
publications referenced in this book. Key topics to in-
clude 2CC school crime and violence, drugs, discipline,
attendance and dropouts, vandalism, security, weapons,
youth suicide, child abuse and school law.
3. Help establish a clearly defined, mandatory district
policy for reporting disruptive incidents. This includes
a standard form to provide complete, consistent informa-
tion on accidents, discipline problems, vandalism and
security problems, as well as suspected child abuse.
After the policy is developed, distribute it to all district
personnel and monitor compliance.
4. Prepare a school safety public information brochure.
It should briefly explain the important issues and the
specific roles individuals and groups can play to promote
safe and secure schools.
5. Actively assist district administrators to develop safety
policies. Keep current with trends and exemplary pro-
grams in education, public relations and specifically
school safety. Make plans and implement them with
authority and conviction. Confidence and willingness
to accept responsibility are persuasive qualities in the
minds of district administration and other school employ-
ees. In itogers* Rules for Success, public relations
authority Henry Rogers stresses the importance of
psycho-relations, which he describes as "a tool by which
we sell ourselves to other people. Psycho-relations is
people relations elevated to the highest level."
6« Develop and regularly update a school safety fact
sheet for your district. Provide current statistics on
incidents of crime and violence, discipline actions and
suspensions, attendance, vandalism and repair costs.
When appropriate, indicate what percentage of the entire
student population the problem students represent. Use
this to inform and educate the public and media.
7. Create a school safety advisory group. This advisory
36
35
EDUCATED PUBUC RELATIONS
group should include representatives from all publics,
especially law enforcers, judges, lawyers, health and
human services professionals and the media. Individuals
should be able to articulate the desires of the groups
they represent and relate advisory group actions back
iO their peers. Seek out members who can be relied
upon for consistent, continued support and who are
seeking solutions rather than recognition and status
from their participation. Recruit group members with
special qualifications, such as policymaking authority,
access to the media, or the ability to mobilize volunteers
or raise funds.
8. Support America's Safe Schools The third week
(Sunday through Saturday) in October is designated
annually as America's Safe Schools Week. The week is
sponsored by the National School Safety Center and state
governors and schools around the country. This national
observance recognizes effective programs and groups
that promote safe schools, drug abuse prevention and
improved student attendance, and it encourages others
to replicate them. This week is an appropriate time to
initiate uiany of these 101 school safety ideas.
9. Develop and maintain a resource file of ^'shakers and
movers," community people known for their abilities
to shape public opinion and accomplish goals. Rely on
advice from community leaders, as well as the local
media, to develop a comprehensive list.
10. Build a public relations team, starting with school
employees. The education of students is a business
which must compete with other interests for public sup-
port. School employees are the best public relations
people because they are inside authorities. Treat these
people as your most important team players. Expressing
appreciation and confidence helps maintain high morale.
Nominate school principals, teachers and staff for recog-
nition programs sponsored by local groups or state and
national associations and government agencies. Such
recognition reflects positively on the recipients and the
schools and districts in which they arc employed. For
example, "Principals of Leadership" is a program spon-
sored by the National School Safety Center specifically
to recognize principals who through their effective
leadership promote safe campuses and quality education.
The 10 principals selected annually are profiled in a
national public service advertising campaign. (See
"Appendix A")
11. CL^te a comprehensive identity program for your
district. An institution's identity or im.3ge is, in many
ways, a direct reflection of its administration, school
HAnOHAL SCHOOL SAFETT CENTER 37
36
employees and students. Develop a symbol lo be used on
all printed material and distributed to the media for use
when reporting on the district. Special promotional
items, using this symbol, can include shirts, hats, lapel
pins, coffee mugs and bumper stickers. A slogan, if
thoughtfully developed and used, also can have a posi-
tive effect on the public's perception of the district.
12. Publish a district magazine and distribute it as widely
as possible. Include board members, district employees,
parents, students, community residents, business and
civic leaders, local government officials and the media
as recipients. The content should be balanced with
specific district news and special features on topical
education issues. Give the magazine a real name, not a
generic title such as "bulletin," "newsletter" or "jour-
nal." Creating this name identity is an obvious oppor-
tunity to individualize and distinguish your magazine.
Readers are more inclined to relate to a publication if
aided by a mental association between the title and the
contents. Also, it is important to take the advice of the
advertising industry and "package your product as attrac-
tively as possible to encourage the public to examine the
contents." No matter how important the message, it will
go unnoticed if it cannot compete with other '"attractive
distractions" such as TV, recreational reading, and other
magazines and newspapers.
Working with school board members
Internal public relations is peiiiaps the best place to start when
developing a comprehensive public relations plan. Board of
education mencbers need to "buy in" to the importance of
public support for school safety.
Most board members have two objectives. They want to
make sure their constituents' views are represented in educa-
tional policy and they want recognition for their actions. It is
quite acceptable if an action that benefits the school also per-
sonally enhances the position of particular board members. A
good public relations program provides ample opportunity for
credit for all supporters.
13. Place board members at the top of your mailing list
so they receive copies of every internally and exter*
nally distributed communication. This includes the
district magazine, student newsletters, events calendars,
teacher memorardums, parent notices, activity announce-
ments, news releases and letters of commendation. For
especially significant or controversial issues, try to get
board members copies of materials in advance of others
on the mailing list.
36 EDUCATED PUBUC fiELAIIONS
37
14. Invite board members to visit school sites regularly.
Develop a standard itinerary and include lunch with
students and staff. This personal contact helps break
down barriers and stereotypes.
15* Arrange for board members to make presentations
before service groups and the media. Help them pre-
pare written and visual materials for these presentations,
press interviews and radio and television talk show
appearances. Include suggestions on how to respond to
anticipated questions.
16. Continually educate board members about the
positive benefits of public relations and school safety.
Maintain a constant flow of news articles, trade journal
articles and weekly updates on all district news, good
and bad.
Working with school employees
School employees, certificated and classified, can be your best
or your worst public relations representatives. Often school
employees are the only contact community residents have with
a school. As iside authority, their altitudes and opinions
carry a great deal of weight locally. Regular district communi-
cation with school employees can minimize internal conflict
and promote team work. 1^ the time to circulate among
school employees, asking for advice based on their first-hand
experiences.
Work stopages - the academic euphemism for strikes - pres-
ent special challenges. The average citizen does not analyze
the specifics of district-employee negotiations, they just know
the schools are disrupted. Because it is the primary objective
of public relations staff to promote public confidence and
support in the schools, always consider the immediate, inter-
mediate and long-term implications of district public relations
actions. Readjusting public attitudes about your schools may be
even more difficult than rebuilding strained relations with
employees after a strike.
17. Coordinate school safety workshops which oudine the
relationship of school safety to quality education and
emphasize the need for public support for schools.
Educate employees about their specific safety responsi-
bilities.
18. Coordinate school law seminars for school employees.
Invite law enforcers, lawyers, judges, health and human
services officials, and probation officers to train school
employees about the juvenile justice system and its rela-
tionship to effective schools.
19. Sponsor classroom management seminars. Use actual
case studies, such as student misbehavior problems from
NAnONAL SCHOOL SAFETT CENTER 39
38
local schools, 9s part of the training. This helps teachers
identify more readily with the situation and mitigates
"that doesn^t happen here" attitudes.
20. Honor meritorious service of school employees with
special recognition days and anvards. The administra-
tion, students, parents and conmiunity residents can all
participate by preparing signs, speeches and awards or
plaques. Consider placing a full-page ''thank-you"
announcement listing the names of every teacher in the
local newspapers. Introduce a monthly ''shining q)ple**
award to be presented to the teacher or staff member
who contributes most to improving campus climate.
21. Print business cards for all school employees. This
is a simple and relatively inexpensive expression of the
districts respect for its employees and their work.
22. Encourage teachers to contact parents regularly, by
phone or letter, to inform them about the good things
students are doing. Develop a system to enable teachers
to call or write parents routinely and conveniently. Pro-
vide space and time for teachers to meet regularly with
parents at school and recommend that teachers initiate
these informal meetings as frequently as possible. Moni-
tor the participation.
23. Print shirts, hats, badges or lapel pins with the
district symbol and award them to teachers and staff for
exemplary work which has promoted a positive campus
climate.
24. Encourage teachers to incorporate safety topics into
the curriculum. For instance, social studies or civics
classes can discuss Gallup's annual school-public attitude
polls; physical education courses can include instruction
on physical safety; chemistry classes can examine the
negative effects of drugs on the human body; English
classes can write essays on self-esteem, character educa-
tion or student misbehavior; and art classes can promote
safer campuses by designing posters with safety
messages.
25. Encourage teachers to develop parent-student
assignments with safety themes. For example, tethers
can assign an essay discussing current changes in the
campus climate or school safety problems compared to
those of 20 or 30 years ago. Similar assignments can
involve students and grandpai^nts.
26. Inform teachers and staff of special visitors on
campus* Invite school employees to meet and possibly
join special visitors for lunch.
27. Develop a poliqr, form or box for suggestions to
improve campus climate. This also can be used as
a formal system to recommend students and schools
40 EDlTCmDPOBUCfiELAnONS
employees for recognition for special work. Respond to
all messages promptly and, when appropriate, personally
thank the individual who offered the advice.
28. Promote school employee professionalism by helping
employees get published. Provide assistance in drafting
and submitting feature and technical articles to news-
papers and trade journals. Also invite school employees
to participate in a district speaker's bureau.
29. Include retired school employees on your publications
mailing list. Dispel the *'out-of-sight, out-of-mind'' atti-
tude. These individuals often can be your most vocal
supporters and active volunteers.
Working with students
Students are both the cause and victims of much of the crime
and misbehavior on campuses. As a doctor seeks input from a
patient, school administrators must listen and respond to the
messages communicated by students. Most of the following
ideas and activities require initiation by administrators and
teachers. Once students experience the positive results of these
activities, however, they likely will assume the responsibility
for maintaining many of them.
30. Initiate programs to promote student responsibility
for safer schools. Create a ''student leader" group,
representing leaders from all formal and informal cam-
pus groups. Woric with this representative group as role
models to assist and encourage school safety activities
among their peers. Also, student government representa-
tives can form a student safety committee to identify
potential and present safety problems and their solutions.
31. Encourage student input in district policy by appoint-
ing one or more student representatives to the school
board. These students would participate in discussions
and planning but not as votir^ members.
32. Create and publicize safety incentive programs. These
programs share a percentage of the district's savings
with schools if vandalism is reduced. Such programs
encourage students to take responsibility for vandalism
prevention. Often students are allowed to help decide the
projects on which the fimds are spent.
33. Coordinate student courts. Student judges, lawyers,
jurors, bailiffs and court clerks, trained by local justice
system experts, hear and try cases involving fellow stti-
dents. Student courts are not moot courts - they hear
real cases, make real judgments and pass real sentences.
Student courts give everyone a chance to learn first-hand
about the court system, and they help teach students the
importance of laws in a democracy.
NAnONAL SCHOOL SAFCTT CENTBR 41
40
34. Establish local branches of student safety groups,
such as SADD (S. nt> Against Driving Drunk) and
"Arrive Alive" which sponsors alcohoH-free social
activities. Consider promoting student and parent groups
that provide rides home to teen-agers who have been
drinking.
35. Conduct i^egular student attitude surv^ and print
the results in school bulletins. Provide commentary on
results and relevant policy. Clarify prejudices or miscon-
ceptions that may appear in the responses. Although
ensuring anonymity promotes accurate survey answers,
students should be encouraged to propose and take credit
for submitting ideas.
36. Make ^idea boxes" for students available in libraries
or other neutral locations. Respond to all signed notes.
37. Develop a student recognition process which makes it
convenient for teachers to report positive student actions
to the administration for appropriate recognition in
school and at home.
38. Develop a ^buddy system" for new students which
assigns current students to newcomers to facilitate an
easy transition.
39. Develop an informal system which assigns older, big-
ger students to look out for other students who, for
whatever reason^ seem to be bullied by others.
40. Institute a ^^lass Act" project by which each incom-
ing class plans a special project to be completed during
the course of its years on campus. The project could
be a special publication, a new school sign, special
benches, landsc^ing, murals, monuments, a multimedia
production or some other project Uie class presents to
the school as its "legacy."
41. Plan a community beautiflcation campaign for the
school and neighborhood using students as a work crew.
Graffiti and vandalized areas should be priorities. With
professional guidance, students can help maintain cam-
puses, parks and other community areas. Beautiflcation
projects serve the dual purpose of enhancing the appear-
ance of the community and developing a strong sense of
pride and ownership among participants.
42. Develop a ""Big Student-Little Student" pvogram
between high schools, junior highs and elementary
schools. Student participants regularly visit bxiA share
thoughts, concerns and advice with one another.
43. Help students get noticed bi the community by
arranging to displ^ art, writing or other works in
banks, libraries and various public fecilities.
44. y/brk with local colleges and universities to arrange
faculty seminars and exchange visits by students.
42
EDUCATED POBUC RELATIONS
Working with parents
In Discipline: A Parent's Guide The National PTA identifies
the key parental responsibility: Set a good example. Children
learn more by how parents act than by what they say. The
theme for most of these ideas is get parents to make a com-
mitment to participate in the education of their children.
Parent pride and involvement in the school sets a positive
example for children.
45. Make time for any parent who wants to meet with
you. Treat visiting parents as colleagues in the business
of educating children. Always listen before you talk be-
cause often they just need to be heard. Try to conclude
sessions with a commitment for support from parents.
46. Encourage parents to communicate openly and
regularly with their children about health and safety.
Also, urge parents to translate the negative effects of
vandalism, theft, arson and other "impersonal" crimes
into terms children can appreciate, such as "our" taxes
and "your" special activity dollars going for repair
costs.
47. Establish a welcoming committee to greet new com-
munity residents. Enlist parent volunteers to provide
information, answer questions about school activities
and encourage participation.
48. Develop, revive or enhance parent-teacher group par-
ticipation. Be persistent in building membership. Plan
interesting and useftil activities and meetings, such as
forums on effective parenting. Consider parent interests
first, because whatever it takes to get parents involved
in school activities is worthwhile. Fostering friendships
between parents can have additional safety-related bene-
fits because these friendships provide positive examples
for children.
49. Develop a parent-on-campus policy which makes it
convenient and comfortable for parents to visit the
school. Get the program off the ground by inviting an
initial group of participants who can spread the word.
50r CatI parents at home or even at work to congratulate
them on their child's special achievement or to thank
them for supp->rt on a special project. Short letters of
appreciation or thank-you notes also are very well
received.
51. Sponsor a ''Generation Day" at school. In addition to
a special tour and presentation, consider arranging for
a portrait photographer to take "multiple-generation"
pictures.
52. Organize parent phone banks. Use the phone bank to
solicit volunteers for special school projects, seek par-
KAnONAL SCHOOL SAFEIT CENTER 43
42
ticipation at meetings or conduct attitude surveys.
53. Distribute a currictiliim calendar to parents. Keep
them informed about topics and courses currently taught
or planned for the future.
54. Initiate breakfast or lunch clubs for working parents.
Flexible meeting times should be used to accommodate
working parents.
55. Help establish a policy in which parents become
financially liable for damage done by their children.
Parents and children need to be made aware of the seri-
ous consequences of criminal actions. (This already is
state law in many parts of the country. In these areas the
responsibility is to inform students and parents.)
Working with community residents
Just as communities work together to prevent crime with
"Neighborhood >\^tch" programs, they can be mobilized to
make schools safer and better. Because ideas for working with
parents are addressed separately, these suggestions concentrate
on community residents without school-aged children. They are
designed to conmiunicate to this critical group that they do
have indirect, as well as direct, relationships to local schools.
Public opinion polls suggest the more people are involved in
schools, the more likely they are to have a favorable opinion of
them.
56. Let the conununity share your concerns. Hold a series
of briefings for community residents to inform thern of
school problems directly affecting them. Property values
are lowered when neighborhood schools have poor
reputations and areas suffer from vandalism, crime
by truants, drug trafficking and dropouts who end up
dependersi on public support. Solicit advice from com-
munity residents and conduct follow-up meetings to keep
community representatives updated on progress. Resi-
dents also can be encouraged to hold "block coffees"
for neighbivrs and school representatives.
57. Form "School Watch" programs in which neighbors
around the school are asked to watch for and report
suspicious activities in the area to school or law en-
forcement officials. Signs can be posted on the school
grounds warning: "This school is protected by a neigh-
borhood School >^^tch."
58. Start a "Safe House'' program, which recruits respon-
sible community residents willing to post "Safe House"
signs in the^r windows. Children are taught that houses
posting these signs are safe places to go if they are in
danger or need assistance. Volunteers need to be closely
screened before they are accepted and given a sign.
EDUCATED FUBUC RELAIIONS
59. Use outdoor posters or school marquees to announce
school events to area residents and invite their participa-
tion or attendance. Roadside signs declaring, **A com-
munity is known by the schools it keeps," have also
been used to stimulate community partnerships.
60. Recruit community residents, particularly retired
teachers and senior citizens, to prepare school activ-
ity packets to distribute to new residents, including
those without school-aged children.
61. Honor all school volunteers with a luncheon and give
special recognition to three or four people deemed par-
ticularly "outstanding" by school employees.
62. Offer adult education classes on campus during regu-
lar school hours. Courses can range from classes on
crafts to income tax preparation. These classes are bene-
ficial to community residents and integrate them into the
school community.
63. Thke advantage of special events, such as county fairs,
shopping center promotions and local festivals, to set up
school district information booths. Propose student par-
ticipation in such events.
64. Use school facilities to offer health clinics, including
CPR courses, blood pressure checks, nutrition breaks,
exercise and aerobics classes. Encourage senior citizens
to participate.
The lai:gest growing special interest group in this country is
the elderly Although age is not a reason to deal differently
with this group, they do have some special qualities and con-
cerns. Time and experience are prized commodities in all
public relations planning, and members of this group often
are willing to supply them. The most important benefits of
such contact, perhaps, is developing a mutual respect, appre-
ciation and understanding between youtli and senior citizens.
65. Recruit senior citizens in your community to partici-
pate at local schools. Arrange for seniors to make
school presentations to history classes about public atti-
tudes and "firsthand" experiences during significant
times in our country's history. Small group discussions,
chaired by senior volunteers, can be especially educa-
tional. Seniors also can participate as teacher or staff
aides, student advisors and tutors, special activity organ-
izers, playground supervisors and dance chaperones.
66. Issue "Golden Apple Cards'' to senior residents in
the community who volunteer time on school proj-
ects. The cards could allow seniors free or reduced
price admission to school programs, such as musical
concerts, plays and athletic events.
NATIONAL SCBOOL SAFETY CENTER 45
44
67. Help integrate students and senior citizens by arrang-
ing for students to visit senior centers, convalescent
centers or retirement homes. Students can present
plays and musical programs; home economic classes can
prepare special meals; art classes can decorate the
facilities; and engineering or shop classes can make
small repairs. Younger children, particularly, can add
a great deal of joy with regular visits to seniors. Some
school groups may wish to participate in "adopt-a-
grandparent*' programs.
Working with service groups
Mosi communities have dozens of service, civic, religious and
other special interest groups. Each organization's headquarters
office or president's address should be included on the district
magazine's mailing list. As you identify groups working in the
public interest, try to match their interests with school district
needs developing programs centered around education. For
example, a neighborhood association could work with students
on a neighborhood clean-up or beautification project.
68. Use school facilities and available resources to help
youth groups. Scouting organizations, Campfire troops.
Boys' and Girls' Clubs, YMCA and YWCA, 4-H, Red
Cross youth programs, and youth sports clubs are
natural groups with strong ties to schools. Since these
groups touch many femilies and often recieve support
from influential non-parents, schools should make a
special effort to develop continuing relationships. One
approach is to establish an advisory council of repre-
sentatives from all the groups to coordinate needs and
resources and plan future joint ventures.
69. Encourage participation of clergy in the development
of citizenship education programs. Character develop-
ment, self-discipline and respect are appropriate topics
for both sermons and classroom lectures. Consider
organizing a representative group of parents, educators
and religious leaders to develop a booklet which dis-
cusses these issues for students.
70. Coordinate presentations to service groups by mem-
bers of the school district speakers' bureau. Arrange
for student and staff speakers, providing regular updates
on the specific topics and presenters available. Help
speakers develop pre-packaged presentations which in-
clude a short slide show or videotape, school publi-
cations for distribution, background material on topics
of special interest to specific audiences and a closing
statement which encourages group members to work
with the school.
46
EDUCATED PUBUC SELAltONS
71. Use service group newsletters to inform members
about special school programs. Submit fillers, includ-
ing student essays and art, to editors. Use these forums
to encourage school volunteerism as part of their public
service work.
Working with business leaders
The business community is a natural partner for local schools.
Businesses have an immediate vested interest in good schools
- quality education for the children of their employees.
And they have a long range interest - a well-trained work
force.
The quality of life and the quality of education in the com-
munity are inseparable, and business leaders understand this.
These ideas are suggested to take advantage of this vested
interest.
The term business is used to identify a profession or com-
pany generically, and it encompasses both management and
labor. In feet, the logical place to start business partnerships
is to meet with representatives from the local chamber of
commerce and labor unions.
72. Arrange regular presentations by business leaders to
students, as well as teachers and parents. Profes-
sional, practical advice is invaluable in understanding
different professions and career opportunities. Coor-
dinate career days at which business leaders participate
in seminars, distribute information packets and present
demonstrations.
73. Promote ''adopt-a-school" programs. This trend in
school-business partnerships unites a business with a
school needing resources the business can supply. These
business sponsors can donate equipment or excess sup-
plies and "overage." They can provide company or staff
services, such as bookkeeping, transportation, building
repairs, maintenance, and professional instruction on
computers or other new equipment.
74. Involve business leaders in study or planning groups
to share with school districts their business problem
solving techniques, such as personnel and finance man-
agement, resource allocation, building maintenance and
marketing, public relations and advertising recommenda-
tions. Insights on how the private business sector solves
problems can be enlightening and often cost-effective
when implemented by schools.
75. Coordinate field trips to business offices and produc-
tion plants. Witnessing the practical application of skills
can make students more appreciative and understanding
of classroom instruction.
NATIONAL SCHOOL SAFEIT CENTER 47
46
76. Develop % qualifled student employment pool. Work
with business leaders to develop the criteria of a
desirable employee. Closely screen applicants for the
pool based on the qualifications requested by the pro-
spective employer. Advertise the availability of this
conscientious, willing work force to local businesses.
77. Help realtors sell your schools. Quality schools are a
high priority with prospective home buyers. Work with
real estate agents, brokers and boards to promote the
positive qualities of your schools. Create a special task
force to address problems, such as vandalized property,
graffiti, loitering students, unkempt school grounds and
even low test scores. General information and training
seminars, which explain how real estate personnel can
*'seir' schools, can be added to regular office and real
estate board meetings.
78. Solicit support from local businesses patronized by
students and their parents. Work with them to develop
a marketing strategy that provides discounts to students
and parents and, at the same time, promotes their prod-
ucts or services. Book and record stores, clothing retail-
ers, arts and crafts shops, sporting goods outfits and
even gas stations can benefit from such promotions.
79. TVade your district magazine advertising space for
"in kind" services. This often is a valuable '*foot-in-
the-door" with future major donors.
80. Ikke advantage of lawyers' pro bono (free public
service) responsibilities. Lawyers can provide law-
related in-service workshops for school employees on
safety issues and trends. They can make class presenta-
tions which introduce students to the practical aspects
of civil and criminal law, rights and responsibilities.
Lawyers can assist in setting up ^^experiential learning"
situations, in which students learn about the law through
field trips to courthouses, city council meetings or the
legislature. Many law firms around the country also are
"adopting" schools. In fact, a New York based law firm
developed the Mentor program to identify these lawyer/
school partnerships.
81. Team up with professional sports groups. Some
07>)X)rtunities include student recognition days at the
stadium and free or discount seats awarded for special
student achievements. Professional athletes can be great
role models. Arrange for them to visit campuses and
talk about staying in school, rejecting drugs and alcohol,
working hard and obeying the rules to be successful.
Often professional team promoters will work with public
institutions to produce public service announcements.
82. Request special printing rates. Develop an ongoing
48 EDUCATED FUBUC KELAHONS
47
relationship with one printer. Good customers may be
rewarded with preferential treatment and occasional dis-
^^ounts. Sometimes printers will make available paper
stock overage and slow press time at reduced rates or no
cost. They also may allow you to "piggyback" your job
(at no charge) on another press run. Offer to credit the
company on your printed material. Commercial design-
ers and typesetters occasionally will offer discount
prices on their services.
Working with government representatives
Unanimous political support for quality education presents
schools with a variety of opportunities. Many federal, state and
local agencies and officials provide resources and services that
can be helpful to schools. Identify the key government officials
and political representatives in your area and add their names
to your mailing list. At the same time, start a file on mate-
rials, resources and services they have to offer. Learn their
primary interests in schools and explore means to effectively
integrate them with your needs. If top policymakers are not
easily accessible, request tiiey assign a regular contact person
to work with you.
83. Establish a school district orientation plan for newly
elected government representatives. By initiating these
relationships, you enhance opportunities for future
access. Offer to compile data needed by government
officials to support education proposals and provide
lawmakers with the implications of particular legislation
from a practitioner's point of view.
84. Routinely invite your government representatives to
school functions. Provide them with the opportunity
to address the gathering and always recognize them for-
mally when they attend. Give elected representatives
advance warning if the audience's attitudes may create
conflict. As fellow public servants, although you may
disagree with officials over policies, your professional
courtesy will be appreciated.
85. Have government offlcials sponsor student govern-
ment days. Consider teaming government represen-
tatives with students to propose solutions to real prob-
lems faced by students and schools, including drug
abuse, dropouts, vandalism, personal safety, even fiscal
and social problems.
86. Use your influence to help other public interest
groups. The umbrella of quality education covers many
related social causes that also will benefit schools. By
helping other groups in their time of need, educators
provide an important base for future school efforts. For
NAnON AL SCHOOL SAFEIT CENTES
48
49
instance, many senior citizens are losing the battle
against inflation. The benefiis to senior citizens from
schools and the dollars spent to fund them are abstract
at best. As school enrollments decline, taxes increase
and aid to senior citizens decreases, seniors could be-
come very vocal opponents of increased school budgets.
To mitigate this conflict, work with senior groups to
pass legislation which provides them with whatever tax
exemptions or government support is legally and finan-
cially possible.
87. Sponsor public debates on controversial political
issues. Besides being informative, the debate format
typically generates public interest. Invite state and local
politicians and recognized experts to participate. Most
policymakers appiwiate the opportunity to make large
group presentations. Notify the news media of your
event.
Working with law enforcers
Law enforcement and schools need one another. Both groups
represent highly trained professionals who have the welfare
of the students and school community in mind. The respective
roles of each must be clearly understood so they can work
together effectively to deal with problems of mutual concern.
Annual planning sessions and monthly briefings with law
enforcement representatives, district administrators and school
employees provide the opportunity to brief each other on
safety issues and prevention and intervention strategies.
88. Request a risk management or ^fety assessment
audit of your schools by local law enforcement
agency personnel. This procedure will validate safety
coRi^ems and help establish response strategies.
89. Establish an ''Officer Friendly" program at local
schools. Invite local law enforcers to make presentations
to students on child safety, drug abuse prevention and
other juvenile justice practices and policies. Law enforc-
ers visiting schools can demonstrate tools of tieir trade,
including trained police dogs, breathalizers, first aid and
emergency vehicles. The more comfortable students be-
come in relating to law enforcers, the greater will be
their appreciation for them and the laws they enforce.
Similar programs also can be conducted at the school
for community residents.
90. Coordinate student and staff ''ride*along'' programs
with officers on patrol. This is an effective means
for law enforcers to gain the respect and confidence of
youth and school employees.
91. Work with law enforcers and parents to fingerprint
50
EDUCATED PUBUC RELATIONS
young children as a safety measure. Fingerprinting is
usually done at a school site by law enforcers. The
prints then are given to the parent or guardian.
92. Rftir law enforcers with high risk youths, similar to
the "Big Brother" program. Such relationships can be
an important step m changing delinquent behavior
patterns.
Working with the media
To augment readership and validate the information presented,
schools must use existing mass media to complement their
own communications tools.
Ninety-eight percent of America's households have televi-
sions and an even higher percentage have radios. More than
half of all Americans regularly read one or more of the over
3,000 general interest or trade magazines. There are 8,000
weekly newspapers and 1,700 dailies in America, and 120 have
circulations over 100,000 and another 150 reach more than
50,000.
Tapping these existing channels of communication is perhaps
the most efficient means of information dissemination. More
importantly, the media are considered "independent," objective
sources of information. Consequently, a school issue reported
by the media is likely to have considerably more impact on
public attitudes than the same message presented in the district
magazine or delivered by the district administration.
The key to successful relations between the media and the
school district is developing a working relationship which
serves the other's goals. The media need to inform readers,
and school districts need to provide quality education. Both
are vital to a free society and both are considered the corner-
stones of a democracy.
Members of the mass media guard their first amendment
right of free press and zealously pursue their charge as pro-
tectors of the common citizen. Public relations practitioners,
too, carefully maintain professional integrity. Information
of public interest should be reported to and by the media.
Public relations plans create newsworthy action and should
not be construed as propaganda. With these goals understood
and respected, the media can be an effective public relations
ally
It seems appropriate to add a final word of caution. Don't
argue with those who ''buy their ink by the barrel." If you
believe information has been incorrectly reported or quoted,
take a positive approach. Contact the publication or station and
provide the corrected account. Often the media will update
their report or offer a retraction. Even if this does not occur,
the contact may make the reporters more careful with your
material and promote accuracy in the future.
NAITONAL SCHOOL SAFETT CENTER 51
50
93. Learn all you can about the media's needs, operations,
deadlines, services, and particularly the reporter and
editor covering school news and receiving district news
releases and advances. Know the Jeadlines and release
stories so all or most of the media will get them at the
same time.
94. Encourage the media to support school events and
issues. Propose feature or documentary topics of poten-
tial viewer or reader interest that also promote schools.
Extend an open invitation for media staff to visit the
schools and learn about programs.
95. Send public service announcements to the media.
Learn what public service directors want and submit
announcements appropriate to their needs, including
camera ready art for print media, 10-, 20- or 30-second
spots for radio (submitted on paper or pre-recorded), or
slides, copy or background information for television.
Often TV and radio stations will work with local public
service institutions to produce original announcements.
Give this option serious consideration because when
jointly produced, PSAs are virtually guaranteed regular
placements and costs are reduced to little or nothing.
96. Coordinate a forum for media representatives to meet
with parents and other community residents at local
schools. Allow for question-answer time to construc-
tively "reverse the roles" on the media representatives.
97. Encourage media management to sponsor scholar-
ships and special activities to educate students about
print and electronic media reporting and production.
98. Solicit free or discounted copies of daily newspapers.
Encourage teachers to incorporate news coverage into
English, civics and social studies courses.
99. Become a resource for print media editors and
broadcast news directors. Provide the media with
the roster of the district speakers' bureau. Anticipate
news stories and suggest names of experts or interview
possibilities immediately after learning of relevant
current events.
100. Coordinate field trips to newspaper prhiting plants
and broadcast media production facilities for school
employees and students.
101. Solicit media assistance in an annual evaluation of
your public relations media effectiveness. Request
suggestions for improving your communications and
news releases, as well as for specific new program
ideas.
While considering these 101 ideas, it is important to remem-
ber two things. First, what works is good public relations. And
52 EDUCATED mUC VEUCTIOHS
second, what does not work is not necessarily bad public
relations. It's more like taking a swing and not hitting a
home run. When the ball and bat finally do meet perfectly,
that one home run can make all the other swings worthwhile.
Baseball great Babe Ruth, remembered most for his 714 life-
time homers, hit a round tripper only once in every H times
at bat and struck out 1,330 times in the process. Although
good research will remove much of the risk from public rela-
tions planning, confidence and enthusiasm to *'play the game"
are required prerequisities for effective public relations.
NAnONAL SCHOOL SAFEIT CENTER
52
53
APPENDIX A
"Frincipcds ot
Leadezship"
Principals play key leadership roles in developing school and
community support for quality education. By employing the
characteristics of strong leadership - vision, persuasion
and commitment - principals and other administrators can
effect constructive change in unproductive schools or enhance
already positive school climates. In the process they also can
build public confidence in the system.
A central conclusion of the National Institute of Education's
Violent Schools - Safe Schools report in 1978 was **strong and
effective governance, particularly by the principal, can help
greatly in reducing school crime and misbehavior." A variety
of education and government research supports this conclusion.
Because the principal has been identified as the catalyst to
make schools safe and effective, the National School Safety
Center and the National Association of Secondary School
Principals annually present **PrincipaIs of Leadership," a
print media, public service advertising campaign.
First presented during the 1985-86 school year, this cam-
paign profiles those principals and other administrators in the
United States who, as effective leaders, have created positive
school climates.
Although American education today is generating leadership
of notable quality at all levels, most of these leaders remain
unrecognized. Further, their effective principles and practices
have been isolated in the confines of their respective campuses.
This public service campaign, reprinted here in whole,
recognizes these leaders' accomplishments with the hope they
will serve as examples for other schools and, perhaps more
importantly, stress the need for public support and involvement
in American education.
To receive additional information on the campaign or to
nominate a candidate, write: National School Safety Center,
Pepperdine University, Malibu, California 90265.
NATIONAL SCHOOL SAFETT CENTCK $5
PI^CIPALS<>/LEADERSHIP
Bronx Booster
"Students have got to see the principal as their
advocate. Kids know that I like them as human
beings, I'm a booster." Patricia Black, Principal,
Jane Addams Vocational High School. Bronx, New York
The mono of Jane Addams Vocational
High School IS maximize tne learning
potential of every student - to raise
their expectations, to provide new
opportunities and to open doors to
the future
Nine years ago. Patrtcia Black came
to Jane Addams V H S . located m
the heart of the Bronx, in a community
With one ol the lowest economic dases
of any congressional district in the
country As principal, Black took con-
trol of the difficult campus by develop-
ing a strong instructional program with
Clearly communicated goals and ob)ec-
tives
"Hostility and aggres&on are part of
growing up." says Black, "but this anx-
iety can be minimized and redirected
through faculty guidance and peer
group support and interaction."
To facilitate this process.
Black created the formal
Consu/raf/ve Counal.
wtiich consists
of students, parents and staft Frequent
breakfast meetings with students and
staff also provide Black with needed
informal feedback
Communif/ involvement plays a big roie
in Brack's student education and
socialization process 'The f;-st step
when I came to the Bronx was to make
friends wrth the police precinct s com-
munity relations officer He now regu-
larly vists the school to explain h;s rpfe
in the community, in a very positive
way. to my students
'Preventive fire fighting, inculcating
values of society mto the educational
process has given Jane Addams'
students a renewed
sense ot pride
in themselves
and the com-
munity,"
says Black.
The State Department of Education
agrees, calling Jane Addams "an
outstanding example ot a school that
works In an otherwise devastated
neighborhood, d is an oasis where
students and sldft work together in
an atmosphere that stresses mi/luai
support and cooperation "
■ This year my stu"Jents and I >mH
celebrate t^e 50lh anniversary of Jarre
Addams." said Black -I believe we
have set a standard as a dynamic msti'
tution The COrrtftiunity and staff wck
together to provide these children with
a sale, secure environrr^ent and an edu
cational opportunity that will open dcors
to the future'"
for more in&tght from the Prircipafs of
Leadership, wr/re. Nattonai School
Safety C^ntGf, 7317 Greenhaven Dove.
Sacvmenio, California 9583 '
Presented e$ a Pubfic service ^y tfie
National Assoaation of Secondary
School Pmapafs ana the
MAtlOMAL,
S&OOti
umr
OSNTUt
54
PRINCIPALS^^LEADERSHIP
No excuses.
"We think every kid can graduate. That is not to
say we don't have problems - but there is not one
educational problem we can't solve," Reuben Trinidad, Principal,
William C. Overfelt High Schooh San Jose, California
It was the kind of school tJnat pessimtsts
like to pant to as an example of all
that s wrong with schools today - van-
dalism, graffitr. drug dealing and gang
activity were not uncommon at the
urtMn high school.
But major changes began m 1982
under the direction of Reuben Tnntdad.
the new principal of San Jose's .-'■-am
C Overfelt High School. By 1984 the
turnaround of the campus was so great.
It was selected by the U S Department
of Justice as one of four Outstanding
Effective High Schools' ' .n the nation
The school, located m a r^ighborhood
of lower-income, predominantly minority
families, saw great improvement in cam-
pus climate student behavior, com-
munity involvement and educational
achievement Although Trmidad gives
the ma/or credit for improvement to
the faculty, students and parents, it i
IS he who maintained high expecta-
tions for all students and promoted
"self dgnity and respect for what
high school represents. ■■
Strategies contributing to Overfelt
High School's success story include
establishing a closed campus and
doinn away with lockers While the
closed campus guards against outside
troublemakers and loiterers, the ab-
sence of lockers helps create a "college
campus atmosphere." says Trinidad. It
also eliminates a mam target for vandals,
a hiding place for weapons and drugs and
an excuse for loitering in thr halls.
Tnnidad also sees to it thai strict discipline and
attendance policies are consistently enforced. The
result has been a drop from 14 percent absen-
teeism to less than 10 percent. Students know
that fighting, foul language and disruptions
will not be tolerated. Detentions and
suspensions are routinely handed
out and those suspended
are expected to come back with com-
pleted homework
Overfelt H»gh School has also instituted
a restitution policy for vandats Students
caught defacing or damaging school
property know they will be required to
repair the damage. Vandalism and theft
have been reduced by TWre than half
in the past three years, says Tnmdad.
"A good pnncipal will not separate a
clean, safe, secure campus climate
from what IS taking place in the class-
room - all are the curriculum," he says.
Parental involvement also plays a pan
in Overfelt's success During the sum-
mer of 1983, a group ol parents, stu-
dents and teachers pamled the entire
285,00-square-foot school and there
has been no mapr vandalism or graffiti
Since then "Strong parental involve-
ment creates a special educational
commitment' whch has positive effects
in the classroom, on campus and m the
community." sayS Trinidad, who spends
one Saturday a month knocking on
doors throughout the community asking
what people want from the schoo' and
suggesting ways they can help the
school and its 1.900 students
Trinidad, quite natu.'ally. has great prtde
I his school's accomolishments "I per-
^ sonally believe we are the flagship of
our district t3ecat>f$e we have proven
^our school can be 93 percent
^ nunonty. be situated where it s,
and stii' be academically and
athletically effecuve."
r For more insight from the
Principals of Leadership, wnfe
Schoot Safety Center, 73l l
GreentUkven Dnve. Sacramento.
CaMomtj 95831.
presented as a public service
by the National Association of
Secondary School Pnnapals and the
NATIONAL «
SCHOOL I
SAFETY
CENTEB
55
PMNCIPALS^LEADERSHIP
Double Troubleshooter
'7f'5 important for schools to Introduce students
to role models. Successful community members
from low Income backgrounds are especially
Important because they help students understand
their potential.'* James C. Voyles, Jr., Principal.
South High School, Columbus, Ohio.
tf at Itrst you succeed. * y agam
The Columbus. 0^*0. school board
wants Principa; James C Voyles, Jr to
try again This time he is at the helm of
South H»gh. the largest school m the
district. His ability to lurn a school
around is needed once more
Voyles says of the assignment he be-
gan in Ihe first days of 1986 'Only the
school name is changing The school
problems are Similar lo ones I've faced
before "
In 1983 voyles was named principal of
Starling Middle School, which did not
en)Cy the reputation of a safe place to
learn One student had been stabbed,
several teachers had been assaulted
and fist fights between students were
commonplace. Graffiti blankeled Ihe
walls, and disciplinary actions con*
sumed most of the adminislralor's
time
His Iransfornalion began with painl.
landscaping and repairs to the 75*
year-Old building The physical
changes reflected Voyles' commit-
ment lo a positive school image. But
the improvements Jid not stop Ihere,
"We introduced a period at the begin-
ning of the day to provide time for
elective activities, ottering things stu-
dents r*iquested - from breakdancmg to
weightlitttng." explains the 17-year vel-
eran in educalOn "The important thing
10 ub IS getting siutJents mvotved and m
school at Ihe be; ^nmg of the day."
Last school year violeni behavior at
Starling was rare School reports indi-
catated about 600 disciplinary actions,
down from 3boj\ 2.500 two years
earher
ment for good behavior " School halls,
once covered with graffiti, now show-
case student work Noon dances, off
campus lunches and monthly drawings
for donated prizes reward students
ijr .I'd anendance and good
behav.jr
"One program I strongly believe m is
bringing m successful community
leaders, role models, to talk to
students. ■ Voyles states "It helps
young people understand the value of
what they're domg in school today.
whOfe It can take them."
Voyles pays more than hp service lo
making the community partners in
education. At Starling the local Kiwams
Club sponsors a student group ihat
works on community and school service
proiects The Ohio Bureau of Employ-
ment Service provides Starling sludents
with employment counseling, tutoring,
speakers and internships. A local
United Way service agency also spon-
sors delinquency prevention programs
and counseling for students and
parents
Although he prefers to downplay his
troubleshooter reputation in the district,
Voyles finds the assignments challeng-
ing. "My (,\oa\ IS to gel the support of
our students, staff and community and
initiate positive programs that do what
we're here to do - help kids "
For more mstght from the Principals of
Leadership, write: Naitonai School
Safety Center, 7311 Gretnhaven Dnve.
Sacramerito. Cahfomia 95831
Presented as a public service by the
Nationai Assoctation of Secondary
School Pnndpats and the
NATIONAL «
SCHOOL I
SAFETY
CKNIBB
"It isn't hard to explain." says Voyles.
'Students respond to positive leinforce*
56
^gj^^Igo/LEADERSHIP
€Aim MCKAGli:
"You can choose to bB involved and work with
kids or you can choose to lock yourself in your
office and work with papers. I choose to work with
kids as much as I can." Lynda Lewis, Principal.
Sandalwood Junior-Senior High School, Jacksonville. Florida
Lynda LewiS knows that we do. in fact,
reap what we sow As principal, her
enthusiastic involvement m improving
attitudes and the overall climate at
JacKsonviHe s Sandalwood Jumor-Semor
High School has brought about a de-
crease in dropouts and national recog-
nition to the campus as a model school
Warmth, unity and caring attitudes have
become the school's hallmarks * a
remarkable task considering Sandal-
wood s large staff and 3.300-member
student body
In the three years that Lewis has been
at Sandalwood, she has instituted
several programs aimed at improving
the school experience These programs
address students' academic and atten-
dance problems, as well as their emo-
tional problems and get teachers,
students, parents, administrators and
community members more invdved
with the school
A uniOiiR. new prograrn at Saidal-
wood IS the "Children and Grief"
project which is designed to help
students understand and cope with
grief resulting from loss. Lewis
worked with Hospice of Northeast
Florida m developing a bereavement
program which offers counseling for
students experiencing grief for reasons
ranging from a death in the
family or a family separation
or divorce, to a disagree*
ment with a close
friend or even the
death of a pet.
Lewis recognizes that •'caring and
having compassion" are vital m creating
an effective and positive school climate
The iS year education veteran de-
veloped the Teacher -Guidance- Advisor
Program (TGAP). which pairs faculty
memt>ers with students who are experi-
encing academic, social and anen-
dance problems Lewis is herself an
active participant in the program and
works closely with several students
Lewis credits TGAP and other Sandal-
wood programs for the school's declin-
ing dropout rate. In 1981-82. 5 percent
of the student body dropped out com-
pared to less than 1 percent last year
Increased parent involvement is another
source of pride for Lewis, who has seen
the school's PTSA membership grow
from 60 to more than 500 in the three
years she has been at the helm at
Sandalwood
Anitude IS important to Lewis, who
encourages involvement and positive
attitudes by genmg as involved as
possible in the various school activities
and events "I try to attend at least one
event of every group at school, and
that can be tough." says Lewis "But
teachers need to see administrators in-
volved, and kids enjoy seeing us there
too The principal is the key instrument
in schools noted for having a positive
climate, a strong sense of pnde and
ownership and an environment that
projects feelings of caring, learning and
trust."
For more tnstght from the Principals of
Leadership, write: Nattonal School
Safety Center. 7311 Greenhaven Dnve.
Sacramento. Cahfoma 95831
Presented as a public service by the
National Association of Secondary
School Pnr)ctpals ar)d the
NAnONAL ,
SCBCX^i
SAFcnr
CENTEB
57
PRINCIPALSa/LEADERSHIP
Ha Ball
"When order and pride are firmly in place, then
and only then, can the student and the school
grow and flourish academically/' Joe Clark, Principal
Eastside High School, Paterson, New Jersey
Voience. vandalism and fear were
a part of life at Eastside High School
before Joe Clark took over the helm of
the New Jersey school in 1982, A stab-
bing had occurred the first day of
school the previous year. But the fol-
lowing fall the opening day of classes
was the beginning of the school's
iransformaiion. Clark's plan to imple-
ment order had teachers, counselors
and administrators standing in the
middle of the halls urging students to
walk to the right while security guards
at the entrances of the building were
checking those who entered.
Clark's experience as a former Army
drill instructor is not wasted on Eastside
students - the sight of their principal
roaming the halls armed with his bull-
horn IS a familiar one Clark believes in
being as visible and audible as possible
throughout all parts of the building
which houses 3.300 students.
During his first week as pnn
cipat Clark expelled 300
students He made it abun-
dantly clear that he would
not tolerate fighting, van-
dalism, drug possession,
assaulting a teacher or pro-
fanity directed at teachers.
He made all such incidents
grounds for automatic sus-
pension
"If there is no discipline,
no learning can take place."
says Clark "Without dis-
cipline the^e IS anarchy.
Good Citizenship demands
attention to responsibilities as well as
rights." When he began his second
year as Eastside principal. Clark said
there was no evidence of the "uncon-
trollable animals" he found wtien he
first arrived at the school, and last year
Eaststde was declared a model school
by New Jersey's governor.
Clark says he was
able to change a
"blackboard
jungle" into an
institution of
learning by
establishing
order, instilling
pride and pur-
suing academic
photo Gtoigto P»inm*no
achievement. Efforts to promote pride
include daily announcements extolling
the accomplishments of productive
Eastside studenis and condemning the
behavior of those who have broken the
rules Assemblies are also held to
honor students who have succeeded
academically or who have shown
leadership.
"The march toward excellence in
education is endless." says Clark
"Every day students and staff have to
be reminded of the need for order.
Every day pride in self and school musi
be reinforced. Every day the value of
academics must be demonstrated.
Without these reminders the board of
education, administration, staff and
students could not have turned the t«de
at Eastside High School "
Clark says he knows critics call
him a drill sergeant, but he says.
"Discipline is only a means to
an end. And that end is an
improved education."
For more instght from the
Principals of Leadership
wr/re; Natioryal School
Safety Center. 7311
Greerihaver) Drive.
Sacramento. California
95831
Presented as a public
service by the National
Association of
Secondary School
Pnncipals and the
NXnONAL.
SCHOOL
SAFETT
CENTIS
58
ERIC
^QjCIPALSa/LEADERSfflP
Great Expectations
"Students here take pride in Icnowing they are
expected to act a iiWe better than those in some
of the neighboring schools." Jim Perkin, Principal,
Clackamas High School, Milwaukie, Oregon
In high school Jim Perkin had an
English teacher who demanded high
qualrly work "If it hadn't been for her.
I might not have gone lo college. "
recalls Perkin "She had such high
expectations. I found myself working
hard to live up to them "
Perkin. princtpal of nationally com-
mended Clackamas High School, be-
lieves high expectations are essential
tn education "When only the best
IS accepted, students realize their
teachers think them capable ol ex-
cellence." he says
This "expect-a-lol ' philosophy sets the
tone for Clackamas, a 1000-student
hrgh school in northwest Oregon The
school's high student achievement
reflects the success of this policy.
"Test scores are rising drastically."
the enthusiastic administrator re-
ports "On a per student ratio,
Clackamas had more National Merit
Scholarship semtfmalists than any
other high school in the state And
our academic achievement test scores
last year were well above the national
norm In addition theft and vandalism is
down '30 percent from previous years and
the absentee rate averages 4.6 percent,
well below Oregon's average
f? ":ent rate
Unoer Perkin's direction
I he schoof tightened its
discipline policy and im-
proved a computerized
attendance system.
The staff participates in school deci-
sions and planning This year faculty
goals aim for increased emphasis on
academic studies, fewer classroom
interruptions and greater recognition of
student and staff academic excellence
"A quality education is imperative,
especially m this time of technolog-
ical change." according to the former
teacher, coach and counselor "f agree
with educator-author Jerome Bruner.
who said. 'If all students are helped to
a full utilization of their mtelieclual
powers, we wril have a better chance
of surviving as a democracy in an age
of enormous technological and social
complexity '
In 1984 Clackamas High was one of
200 schools in the nation cited for
excellence and commendation by Ihe
U S Secretary of Educahon Perkin
admitted he was "delighted" by the
school's recognition but not really
surprised
"Ai Clackamas High everyone is con-
stantly reminded, 'You get what you
expect Expect a lot and you'll get tl ' "
Perkin's philosophy has been incor-
porated into a school motto "Striving
to be the best, expecting nothing less "
For more msight from the Principals of
Leadership, mite National School
Safety Center. 7311 Greenhaven
Drive. Sacramento, Caitfomia 95837
Presented as a public service by the
National Assocation of Secondary
Schoc^ Prmapals and the
NAnONAL^
SCHOOL I
SAmr
CENTCB
59
PRINCIPALS^LEADERSHIP
We are Family
"Schools have the responsibility to shape values
and set standards. The standards are peace, justice,
non-violence, equity, compassion, love, community
service, sharing." George McKenna, Principal,
George Washington Preparatory High School, Los Angeles, California.
It wasn't too long ago thai students
were afraid to attend George Washing-
ton Preparatory High School m Los
Angeles. It had a reputation for being a
cnme-mfested campus where students
fought with knives, sold drugs and
assaulted teachers
But in his SIX years as principal of the
inner-city school. George McKenna has
driven Out the crime, violence, drugs
and discipline problems, replacing
them with strict rules of conduct, a
high standard of expectations and a
sense of family. McKenna instituted
peer counseling programs and had
buttons and posters printed with the
message "We are Family" to remind
the school's 2.700 students of their
responsibility to one another.
His no-nonsense approach to bringing
order to George Washington Prep in-
cludes a ban on personal radios, no
earrings on mates, no hair curlers
on anyq^^nd no gang symbols. All
students m'jst also
Sign a contract
promismg to
comptete dailyr.
homework assignments and to stop
truancy and gambling on campus
Students breaking the rules have their
parents summoned to school lo discuss
disciplinary aciion and possible
expu'ston.
McKenna's efforts have paid off. The
annual number of suspensions has
dropped from more than 600 to less
than 100. While the average inner-city
school has only a 70 percent daily
attendance rate. Washington's is more
than 90 percent. Vandalism, fighting,
drug abuse and weapons possession
have declined so dramatically that
Washington and McKenna have been
recognized nationally for an exemplary
a nti-violence/anti -truancy program.
McKenna says the school's transforma-
tion was done with the help of piarents
whom he recruits to serve as tutors ana
campus monitors. Parents in the rest-
rooms have helped elimmate drug deal-
^flk mg and use on
McKenna is especially proud of the
school's academic turnaround Wash-
ington, which IS 90 percent black, is
seeing nearly 80 percent ol its gradu-
ates go on to college, wtiiie nationally
about 27 percent of black high school
graduates go to college, says McKenna
Before any improvements can be
made, "a principal musi commit to
excellence," says McKenna "We musi
show we Will not tolerate disrespecl or
violence. We have to set a higher stan-
dard of expectations."
For more instght from the Principals of
Leadership, mite: National School
Safety Center. 7311 Greenhaven Drive.
Sacramento. California 95B31
Presented as a public service by the
National Association of Secondary
School Prinapals and the
NXnONAL ^
SCHOOL i
Dtwd Swck/Ptoftf \ff9^if K ig$s
60
PRINCIPALSo/LEADERSHIP
FUTURE STOCHi
"The future of educaiion is the future, and quality
education should be the nation's top priority. Our
youth is our most precious resource - they are the
future and they belong to all of us." Emeral Crosby. Principal.
Pershing High School, Detroit, Michigan
A sense o! pride and positive sell-mnage
are impwrtanl ingredients of a success-
ful school When these are mtssing. we
are left with schools suffertng from
highly negative images For Emeral
Crosby, instilling a sense of school
pride in students is an important step
in improving education
■pride IS important because 't unites the
school. " says Crosby, "People feel
good associating with winners " That
philosophy extends to the rest of the
community as well Crosby believes
m involving as much of the community
as possible m the education system
■ Community support is encouraging for
students because it shows them that
other people have an interest in thefln."
says Crosby "When students know
people are willing to invest m them.
It changes their attitude, it moti-
vater- them "
During his 15 years as principal
of Detroit's Northern High Schod.
Crosby began a motivational "Be
Proud Aloud" campaign to boost
student morale. He also instituted
a partnership with Michigan Belt in
one of the first adopt -a- school pro-
grams in the country.
The school -business partnership had
Bell employees serving as tutors and
teaching assistants in remediat classes.
They developed curricula, conducted mock
|0b interviews ivith students and even planned
public relations campaigns to build the image
of the school, which is m the heart of Detroit in
one of the poorest Congressional
districts m the country.
Al Pershing. Crosby now is working to
increase community support while also
promoting belter attendance among
both students and staff Donations from
members of the business community
are funding a recognition program for
students and staff with good atten-
dance. "And we know that improved
attendance is going to affect achieve-
ment." says Crosby. Community sup-
port also helped the school raise
S26.000 lor barKt uniforms last year.
"We have a reapfocal relationship with
the community They do things for us
and we do things for them." says
Crosby, who adds. "Our band is called
to perform more than any other m the
City ■
Crosby, who has been recognized as
one of the country's most effective prin-
cipals and served on the National Com-
mission on Excellence m Education, is a
firm believer m the back to-basics
philosophy and has worked to beef up
math and science classes at both
Northern and Pershing High School.
"Schools are our major institutions for
training and preparing our youth for a
productive rOle in our derriocracy."
says Crosby "The community
should feel proud to have the
school as part of the environ-
ment. Our schools are our
number one line of defense
They must be safeguarded
and supported "
for more insight from the
Prir>cipals of Leadership,
wr/fe National School Safety
Center. 7311 Greenhaven
Dnve. Sacramento. California
95831
Presented as a public service
by the Natiom! Association
of Secondary School
Pnnapals and the
RATIONAL.
SCHOOL
SAFETT
61
PRDSrCIPALSa/LEADERSHIP
School Hows & Whp
"I think that most human beings are as good as they
are because some unknown teacher cared enough
to continue polishing until a shiny luster came
shining through." Marva Collins, Director/Teacher,
Westside Preparatory School, Chicago, Illinois
She 5 been called a "miracle worker"
and a "supeneacher" but whal Marva
Collins professes to be is an old-
fashioned teacher who doesn't go in
for any gimmicks in the classroom Her
educational philosophy is Simply hard
work, patience and concern for each
individual child
Marva Collins gamed national acclaim
when she literally went back to the old
"one-room school" method of teaching
by starting her own school in one of
the rooms of her home.
The Westside Preparatory School
was establisfied in 1975 in re-
sponse to strong concern on
the pan of Collins and other
Chicago parenls. that the
needs of black studenis
were not betng properly
addressed
The private school,
which started with a
handful of students, now
serves 244 students in
kindergarten through
eighih grade. Collins
prouuly points out that
her school has been able
to nurture and teach stu-
denis who had been written
olf m olher school systems.
"Educated and canng
Americans gave us
our preeminence as a •
world leader, and only firs! rate educa-
tion will save us from bemg labeled A
Nalion at Risk.' " says Collins
"We must once again make schools
miniature societies which teach
students how to function in the real
world Violence wilt die unborn in our
schools when we as [parents and edu-
cators once again relight the flickering
candles of excellence in America."
says Cottins, who has given her stu-
dents reason to love the learning ex-
perience at her school. Self -discipline is
stressed, but each child also is offered
the ' security of fairness, consistency,
dedication, our respect and affection
and the opportunity to learn construc-
tive behavior through experience and
guidance."
Cotlms attitude toward education is
reflected m the creed she has her
students recite daily, which includes "I
have the right to fad. but I do not have
the right to take my teacher and other
people with me. God made rne the
captain of only or>e life . . my own"
As an educator. Colltns has the
power lo make a difference In her
words, she has the power "to
mold, to nurture, lo hold, to
hug, to love, to cajole, to
praise and yet to cnticize. !o
point out pathways to
become a pan of another
person's bemg "
"I may not be mentioned m
Fonune magazine as one of
!he wealthiest women m Amer-
ica." says Collins, "but my
wealth cannot be measured on a
balance sheet "
more mSight from the Principals
of Leadership, write: National School
Safety Center. 7311 Greenhaven Dnve,
Sacramento. California 95831
Presented as a public serv/ce by the National
Association of Secondary School Principals and the
NAnONAL «
SCHOOL i
SATETT
corns
62
PiaNCIPALS^LEADERSHIP
'7 believe in management by wandering around. I
try to be as visible as possible. I want to show Icids
that I care. . . . They reaily respond to it and I love
doing it. " Robert Maher. Assistant Principal,
Lakeland High School, Shrub Oak, New York
Vandalism, low morale and general
apathy were prevalent at Lakeland
High School wtien Robert Maher
decided ihat he and a group of
students could and would combal
the problems facing the suburban
campus in Shrub Oak. New York The
result was a student leadership pro-
gram that has been going strong for six
years and has prompted interest from
olher schools throughout the nation
Maher felt that gelling students in-
volved was the best approach The
leadership program s goals being for
each student are to better himself,
better the school, and better the
community
"We try To involve a lot o( kids, includ-
ing those who aren't usually involved'
- we try to turn them on to school, "
says Maher The program features stu-
dent participation in projects thai range
from reducing vandalism and ending
loitering m restrooms to developing
school bulletin boards Participants also
volunteer many hours o( their free time
to communily organizations
"Leadership means differeni things to
people - power, prestige, honor or per-
sonal advantage Real leadership, how-
ever, begms with service to others."
says Maher. who believes that m addi-
tion to academic studies, schools must
educate students m social responsi-
bility
Lakeland's "Beautification Program " is
another project developed by Maher. It
combats school vandalism and im-
proves school climate, while also
serving m a disciplinary capacity
Students caught defacing school prop-
erty, smoking in unauthorized areas,
leaving school without permission or
engaging in other such undesirable
activities, either will be assigned to
the in-school suspension program or
can volunteer their time to the
"Beautification Program "
"We try lo match students up with their
"crimes' so if kids are throwing food m
the cafeteria, then they are assigned to
wash ihe cafeteria floors and tables If
kids are smoking m unauthorized
areas, they get to pick up thousands
of cigarette buns." explains Maher
""The spirit this program builds is
tremendous."' says Maher "A kid will
see someone marking up a building
and he 11 say 'Hey. don't do that. I
just pa-nied that wall'' "
Maher's emphasis on getting students
involved with their school in the tradi-
tion of that old team spirit may hait from
his days as a college athlete In his
seniO' year at State University of New
York at Plansburgh. the NCAA recog-
nized Maher as one of the "Outstand-
ing College Athletes of America," based
on his performance in his studies and as
a baseball and basketbati standout These
days Maher's pride is based on the part
that he's played in making a difference in
the lives ol students.
Maher's commitment to teaching
students more than reading, writing
and math skills is evident in the
various programs he has estab*
lished at Lakeland m the seven
years he has been there as a
teacher and an adminrstrator.
Among these is the mock trial
competition which was developed
with the cooperation and spon-
sorship of the New York State
Bar Association
schools are all atsoul "We must
leach students to solve problems and
Income Citizens capable of facing the
lar^jer problems of society ""
For more insight from the Principals of
Leadership, wore Nationaf School
Safety Center. 7311 Greenha\'en Dnve.
Sacramento. California 9S831
Presented as a public service by the
National Association of Secondary
School Principals and the
NXnOHAL^
SCHOOL 4
Lakeland's leadership pro/ect
and various other programs
serve to tram students tor life,
says Maher. and that's what
63
ERIC
APPENDIX B
Resouices
School safety:
National School Safety Center
Pepperdine University
Malibu, California 90265
NSSC resources include: School Safety, a newsjoumal
published three times a year; School Crime & Violence:
Victims' Rights, School Safety Legal Anthology, School
Discipline Notebook and The Right to Safe Schools. NSSC
Resource Paper topics include: Safe Schools Overxnew, Drug
Traffic & Abuse Prevention, Increasing Student Attendance
and Student and Staff Victimization. "What's Wrong With
This Picture?" a school safety docudrama, is available in VHS
and Beta tapes and 16nim film formats. NSSC also sponsors
"America's Safe Schools Week" (third week of October,
annually), "Principals of Leadership" and the U.S. Apple
Corps, a student crime prevention and citizenship program.
(Contact NSSC for prices and ordering information on all
materials.)
National Alliance for Safe Schools
501 North Interregional
Austin, Texas 78702
US. Department of Education
School Discipline Working Group
Office of the Undersecretary
400 Maryland Avenue, SW
Washington, D.C. 20202
National Criminal Justice Reference Service
1600 Research Boulevard
Rockville, Maryland 20850
Crime Prevention Coalition
733 15th Street, NW
Washington, D.C. 20005
NATIONAI. SCHOOL SAFETT CENTER A7
64
NSPRA resources include: School Public Relations, Basic PR
School Kit, Board Members/Superintendents PR Survival
Packet, Evaluating Your School PR Investment, Keys to Com-
munity Involvement, Learn From The Winners, It Starts in the
Classroom and Education USA (newsletters), and numerous
other specialized packets and kits. NSPRA also has available
the first electronic education-related network, ED-LINE.
Council for Advancement and Support of Education
11 Dupont Circle, Suite 400
Washington, D.C 20036
CASE resources include: How to Make Big Improvements in
the Small PR Shop, Marketing Higher Educa^on: A Practical
Guide, Institutional Image: How to Define, Improve, Market
It, Improving Internal Communication, Effective Community
Relations and Evaluating Your PR Prvgnm,
The National FTA
700 North Rush Street
Chicago. Illinois 60611-2571
American Fed: * hers
555 New Jerse>
Washington. O.C
National I.^ «ca? .viriatior
1201 !6th Stseet, ^r,
Washington, DC. 2003f
National Association of Secondary School Principals
1904 Association Drcve
Reston, Virginia 22091-1598
National Association of Elementary School Principals
1615 Duke Street
Alexandria, Virginia 22314
Public relations:
International Association of Business Communicators
870 Market Street, Suite 940
San Francisco. California 94102
Public Relations Society of America
845 Third Avenue, 12th Floor
New York, New York 10022
NATIONAL SCHOOL SAFETT CENTER 69
66
Live Music
Archive
Librivox
Free Audio
Metropolitan Museum
Cleveland
Museum of Art
Internet
Arcade
Console Living Room
Open Library
American
Libraries
TV News
Understanding
9/11